文摘
英文文摘
声明
1 Introduction
1.1 Background of the research
1.2 Significance of the research
1.3 Structure of the thesis
2 Literature Review
2.1 Bilingualism and bilingual education
2.1.1 Bilingualism and bilingual
2.1.2 Bilingual education
2.1.3 Models of bilingual education
2.1.4 Bilingual teaching in China
2.2 Language competence and its related researches in bilingual education
2.2.1 The evolution of language competence
2.2.2 Application of language competence theory to bilingual education
2.2.3 Researches on language competence in bilingual education
2.3 The application of the language input theory in bilingual practice
2.3.1 Input Hypothesis in Second Language Acquisition
2.3.2 The language input in bilingual education model
3 Methodology
3.1 Research purpose and questions
3.2 Subjects
3.2.1 Teachers
3.2.2 Students
3.3 Instruments
3.3.1 Description of score comparison
3.3.2 Description of questionnaires
3.3.3 Interview
3.3.4 In-class observation
3.4 Data analysis
3.4.1 Analysis of academic scores and CET scores
3.4.2 Analysis of questionnaires
3.4.3 Analysis of interview and class observation
4 Findings and Discussions
4.1 Findings from comparison of scores
4.1.1 Score comparison of subject courses
4.1.2 Score comparison of CET4
4.1.3 CET6 performance of the two samples
4.2 Findings from questionnaires
4.2.1 Descriptions of present bilingual class
4.2.2 Language competence of teachers
4.2.3 Language competence of students
4.2.4 Appropriateness of Language Input
4.3 Findings from interviews
4.4 Findings from in-class observation
5 Conelusion
5.1 Conclusion
5.2 Suggestions for further improvement of bilingual teaching
5.3 Limitations and future research
References
Appendix
Acknowledgement
