文摘
英文文摘
Acknowledgements
Abbreviation
1Introduction
1.1General Introduction of the Study
1.2Need for the Study and Thesis Statement
1.2.1 Need for the Study
1.2.2 Thesis Statement
1.3Structure of the Thesis
2Literature Review
2.1Grammar Teaching in the West
2.1.1 Inthe 1960s
2.1.2 In the 1970s
2.1.3 In the 1980s
2.1.4 In Recent Years
2.2Grammar Teaching in China
3Comparison and Analysis
3.1Place of Grammar
3.1.1 Cognitive Approach
3.1.2 Communicative Approach
3.1.3 Analysis
3.2Syllabus Design
3.2.1 Cognitive Approach-Structural Syllabus
3.2.2 Communicative Approach-Communicative Syllabus
3.2.3 Analysis
3.3Psychological Presumptions
3.3.1 Cognitive Approach-Behaviorist
3.3.2 Communicative Approach-Mentalist
3.4Approach to Teaching
3.4.1 Way of Acquiring Meaning
3.4.2 Way of Presenting Grammatical Rules
3.4.3Analysis
3.5Classroom Organization
3.5.1 Cognitive Approach
3.5.2 Communicative Approach-Group Work
3.5.3 Analysis
3.6Teacher and Students' Roles
3.6.1 Cognitive Approach
3.6.2 Communicative Approach
3.7Assessment
3.7.1 Cognitive Approach-Structural Tests
3.7.2 Communicative Approach-Communicative Tests
4Discussion
4.1Design Principle Ⅰ: Explanation of grammatical rules should not beavoided
4.2Design Principle Ⅱ: Grammar teaching should attempt to make the syllabus both ‘notional ' and ‘structural'
4.3Design Principle Ⅲ: Teaching materials should derive from a description of discourse
4.4Design Principle Ⅳ: Grammar teaching should adopt some task-based activities
4.5Design Principle Ⅴ: Testing should be student self-assessment
5Conclusion
5.1Summary of the Comparative Study
5.2Recommendations and Suggestions for Future Study
5.3Limitation of Study
5.3.1 Limitation of the Sources
5.3.2 Limitation of Time
5.3.3 Limitation of Personal Capability
References
个人简历
研究成果及发表的学术论文
