文摘
英文文摘
ACKNOWLEDGEMENTS
Chapter One： Introduction
1.1 Aims and Significance of the Thesis
1.2 Layout of the Thesis
Chapter Two： Literature Review
2.1 Traditional Approaches
2.1.1 The Main Categories of Traditional Approaches and Definitions
2.1.2 The History and Development of Traditional Approaches
2.2 Communicative Approach
2.2.1 The Origins and Definiti6ns of Communicative Approach in UK
2.2.2 The Concepts and Development of CLT in USA
2.2.3 Some Previous Studies on CA in the West
2.2.4 Previous studies on CA in China
2.3 Summary
Chapter Three： The Comparison of Mainstream Traditional Approaches and Communicative Approach
3.1 The Analysis of the Traditional Approaches and Communicative Approach
3.1.1 The Analysis of the Features on the Grammar-Translation Method
3.1.2 Comments on Grammar-Translation Approach：
3.1.3 The Analysis of the Features on the Audio-lingual Method
3.1.4 Comments on Audio-lingual Approach
3.1.5 The Analysis of the Features of the CA
3.1.6 Comments on the Communicative Approach
3.2The Major Distinctive Features of Grammar-Translation,Audio-lingual Method and CA
Chapter Four： The Content to Which Communicative Approach can be Communicative in China
4.1 Culturally Embedded Teaching Practices
4.1.1 Beliefs and Values
4.1.2 The Teachers' Role
4.1.3 The Learners' Role
4.1.4 EFL vs. ESL
4.1.5 Acquisition vs. Learning
4.2 Concepts Related to the Language Acquisition
4.2.1 Consciousness vs. Unconsciousness
4.2.2 Input vs. Output
4.2.3 Form vs. Meaning
4.2.4 Process vs. Content
4.2.5 Usage vs. Use
4.2.6 Accuracy vs. Fluency
4.3 The Challenges of Employment of CA in China
Chapter Five： Conclusion
5.1 Summary
5.2 Implications for Future Study
Bibliography
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