声明
Acknowledgements
Abstract
摘要
Contents
Introduction
Chapter One Literature Review
1.1 Studies on SLT Approach
1.1.1 Definition of SLT Approach
1.1.2 Characteristics of SLT Approach
1.2 Studies on GT Approach
1.2.1 Definition of GT Approach
1.2.2 Characteristics of GT Approach
1.3 Integration of SLT Approach and GT Approach
1.3.1 Linguistic Competence and Communicative Competence
1.3.2 Krashen's Monitor Theory
1.3.3 Declarative and procedural knowledge
1.4 Theoretical Framework
1.4.1 Theoretical Principles of SLT Approach
1.4.2 Theoretical Principles of GT Approach
Chapter Two Research Methods
2.1 Research Questions
2.2 Subjects
2.3 Instruments
2.3.1 Classroom Observation
2.3.2 Teaching Experiment
2.4 Procedures of Teaching Experiment
2.4.1 Test before instruction
2.4.2 Teaching Process
2.4.3 Test after Instruction
2.5 Data coilection
Chapter Three Data Analysis and Findings
3.1 Data Analysis
3.1.1 Analysis of Teaching Experiment
3.1.2 Analysis of Classroom Observation
3.2 Findings
3.2.1 Complementarity of SLT Approach for GT Approach
3.2.2 Complementarity of GT Approach for SLT Approach
Chapter Four Implications and Limitations
4.1 Implications for Middle School English Teachers
4.1.1 Explaining Difficult Grammar Points with the GT Approach
4.1.2 Establishing Situational Simulation in Class
4.1.3 Practicing Grammarin Situational Communication
4.1.4 Integrating GT Approach and SLT Approach to Foster Communicative Strategies
4.2 Limitations
Conclusion
Bibliography
Appendix One
Appendix Two
Appendix Three
Appendix Four