| Acknowledgements | 第1-6页 |
| List of Abbreviations | 第6-7页 |
| 摘要 | 第7-11页 |
| Abstract | 第11-17页 |
| List of Figures | 第17-18页 |
| List of Tables | 第18-26页 |
| Chapter 1 INTRODUCTION | 第26-37页 |
| ·Background | 第26-29页 |
| ·Purpose of the Study | 第29-30页 |
| ·Significance of the Study | 第30-35页 |
| ·Organization of the Dissertation | 第35-37页 |
| Chapter 2 REVIEW OF THE RELATED THEORIES | 第37-62页 |
| ·Good Language Learners | 第37-40页 |
| ·Characteristics of Good Language Learners | 第37-39页 |
| ·Current Research Status of GLLs at Home and Abroad | 第39-40页 |
| ·Factors Affecting L2 Acquisition and Learning | 第40-48页 |
| ·Intelligence | 第40-42页 |
| ·Language Aptitude | 第42-43页 |
| ·Cognitive Styles | 第43页 |
| ·Prior Knowledge | 第43-45页 |
| ·Learner Strategies | 第45-47页 |
| ·Learning Environments | 第47-48页 |
| ·Learners’Involvement in the Process of L2 Learning, Teaching and Evaluation | 第48-50页 |
| ·Content-based Teaching through Cooperative Learning | 第50-52页 |
| ·Directions in L2 Curriculum Design | 第52-55页 |
| ·ESL Curriculum, Language Usage and Use | 第52-53页 |
| ·Massey’s Three-level Model for L2 Curriculum Design | 第53-54页 |
| ·Allen’s Three-level Model for L2 Education | 第54-55页 |
| ·Notions of Integration in L2 Curriculum Design | 第55-60页 |
| ·Stern’s Multidimensional Curriculum Approach to L2 Teaching | 第55-59页 |
| ·The language syllabus | 第55-56页 |
| ·The communicative abilities syllabus | 第56-57页 |
| ·The culture syllabus | 第57-58页 |
| ·The general language education syllabus | 第58-59页 |
| ·Langacker’s Usage-based Model in Cognitive Grammar | 第59-60页 |
| ·Hypothesis of the Dissertation | 第60-62页 |
| Chapter 3 RESEARCH DESIGN | 第62-71页 |
| ·Philosophy of Research | 第62-63页 |
| ·Variables Involved | 第63-67页 |
| ·Cognitive Styles | 第64页 |
| ·Language Aptitude | 第64页 |
| ·Multiple Intelligences | 第64-65页 |
| ·Prior Knowledge, and Interactive Teaching and Learning Process | 第65页 |
| ·Contexts and Learning Environments | 第65-66页 |
| ·Learning Strategy Instruction | 第66页 |
| ·Content-based Teaching through Cooperative Learning | 第66-67页 |
| ·Research Questions | 第67页 |
| ·Subjects | 第67-68页 |
| ·Research Methods | 第68-69页 |
| ·Research Procedures | 第69-70页 |
| ·Expected Outcomes | 第70-71页 |
| Chapter 4 EMPIRICAL RESEARCH | 第71-130页 |
| ·Students’Perceptions of Learning and Teaching of the CE Program | 第71-82页 |
| ·Data Collection | 第71-72页 |
| ·Data Analysis | 第72-82页 |
| ·Students’perceptions of learning, teaching and assessment | 第72-78页 |
| ·Students’suggestions for learning, teaching and assessment | 第78-82页 |
| ·Learner Individual Differences in Cognitive Styles and Language Aptitude . | 第82-86页 |
| ·Data Collection | 第82-84页 |
| ·Data Analysis | 第84-86页 |
| ·The relationship among cognitive styles, analytical ability, rote ability and grammar acquisition of relative clauses | 第84-86页 |
| ·Male and female differences in language aptitude | 第86页 |
| ·Learner Individual Differences in Multiple Intelligences | 第86-105页 |
| ·Data Collection | 第86-87页 |
| ·Data Analysis | 第87-105页 |
| ·Linguistic intelligence | 第87-90页 |
| ·Logical-mathematical intelligence | 第90-93页 |
| ·Visual-spatial intelligence | 第93-95页 |
| ·Bodily-kinesthetic intelligence | 第95-97页 |
| ·Musical intelligence | 第97-100页 |
| ·Interpersonal intelligence | 第100-103页 |
| ·Intrapersonal intelligence | 第103-105页 |
| ·Effects of Learning Strategy Instruction | 第105-116页 |
| ·Data Collection | 第105-107页 |
| ·Data Analysis | 第107-116页 |
| ·Training in the reading class | 第107-111页 |
| ·Training in the writing class | 第111-116页 |
| ·Contributions of the Content-based-Teaching-through–Cooperative-Learning Method to the Development of GLLs | 第116-127页 |
| ·Data Collection | 第116-117页 |
| ·Data Analysis | 第117-127页 |
| ·Course evaluation | 第117-119页 |
| ·Interaction | 第119-120页 |
| ·Cooperative learning | 第120-122页 |
| ·Content-based teaching, contexts and comprehension | 第122-125页 |
| ·Learning styles and learning strategies | 第125-127页 |
| ·Learning assessment | 第127页 |
| ·Concluding Remarks | 第127-130页 |
| Chapter 5 THE GROUNDS FOR COMPOSITION OF THE INTEGRATED APPROACH | 第130-159页 |
| ·The Grounds: Findings of the Research | 第130-149页 |
| ·Students’Perceptions in CE Learning and Teaching | 第130-132页 |
| ·Learner Individual Differences in Cognitive Styles and Language Aptitude | 第132-133页 |
| ·Learner Individual Differences in Multiple Intelligences | 第133-143页 |
| ·Differences in intelligence preferences between successful and 1ess successful CE learners | 第133-137页 |
| ·Similarities in intelligence preferences between the SSs and the LSSs as well as the issues in teaching | 第137-141页 |
| ·Interpersonal intelligence being ranked on the top of the intelligence preference list by both the SSs and the LSSs | 第141-143页 |
| ·Effects of Learning Strategy Instruction on the Less | 第143-145页 |
| ·Effects of the Content-based-Teaching-through-Cooperative -Learning Method on the Learning of CE Curriculum | 第145-149页 |
| ·Data from the students | 第145-148页 |
| ·Data from the instructors | 第148-149页 |
| ·Composition of the Integrated Approach | 第149-158页 |
| ·Contents of the Integrated Approach | 第149-153页 |
| ·Subject | 第150页 |
| ·Theme(s) | 第150页 |
| ·Students’language level and grade level | 第150页 |
| ·Experiential focus | 第150-151页 |
| ·The integrated teaching objectives | 第151页 |
| ·Lessons | 第151-153页 |
| ·The Systematic Unit Model of the Integrated Approach | 第153-155页 |
| ·Differences between the Integrated Unit Curriculum and the Normal CE Curriculum | 第155-158页 |
| ·Framework of the unit curriculum planning | 第155-156页 |
| ·Themes and subjects | 第156-157页 |
| ·Experiential focus | 第157页 |
| ·Activities | 第157页 |
| ·Resources | 第157页 |
| ·Learning assessment and evaluation | 第157-158页 |
| ·Concluding Remarks | 第158-159页 |
| Chapter 6 PROPOSALS FOR APPLICATION | 第159-172页 |
| ·Principles for Application | 第159-165页 |
| ·Taking into Consideration Students’Perceptions of CE Learning,Teaching, and Assessment while Designing Unit Curriculums | 第159-163页 |
| ·Making Use of the Roles of Language Aptitude and | 第163页 |
| ·Creating Cooperative Learning Activities and Providing Learning Strategies for Both the SSs and the LSSs according to Their Intelligence Inclinations | 第163-165页 |
| ·Making Learning Strategy Instruction a Part of the Unit | 第165页 |
| ·Refining the Unit | 第165-167页 |
| ·Course Planning through Team Work | 第167-169页 |
| ·Language Levels and Teaching Approaches | 第167-168页 |
| ·Syllabuses for Planning of an Integrated Unit | 第168-169页 |
| ·Cross-Subject Interaction | 第169页 |
| ·Materials | 第169-170页 |
| ·School’s Support | 第170-172页 |
| Chapter 7 CONCLUSION | 第172-183页 |
| ·The Integrated Approach: New Directions in the CE Curriculum Design | 第172-173页 |
| ·Strengths of the Integrated Unit Curriculum | 第173-178页 |
| ·The Objectives of the Integrated Unit Producing Autonomous English Learners | 第173-174页 |
| ·Subject-Related Teaching Motivating Language Learning | 第174-175页 |
| ·Themes and Activities Providing Contexts of Communication | 第175页 |
| ·Various Methods Ensuring the Development of Communicative Competence | 第175-176页 |
| ·The Variety of Resources Contributing to the Reform of the CE Curriculum | 第176页 |
| ·The Integrated Curriculum Integrating Culture into Language Learni | 第176页 |
| ·The Integrated Unit Enriching the Teaching Content of CE | 第176-177页 |
| ·Evaluation of Unit Learning Transforming the Traditional | 第177-178页 |
| ·The Effects of the Integrated Unit on the Development of Good CE Learne | 第178-181页 |
| ·Limitations of the Present Study | 第181-183页 |
| APPENDICES | 第183-213页 |
| Appendix 1 An Example of Applying the Integrated Approach in the Unit Curriculum Design of the College English Program | 第183-200页 |
| Appendix 2 Reading Strategy Instruction | 第200-202页 |
| Appendix 3 Writing Strategy Instruction | 第202-203页 |
| Appendix 4 Content-based Teaching and Cooperative Learning | 第203-204页 |
| Appendix 5 Survey of English Teaching and Learning | 第204-209页 |
| Appendix 6 Self/Peer Presentation Evaluation Sheet | 第209-210页 |
| Appendix 7 Marking Rubric | 第210-211页 |
| Appendix 8 Grammar Test | 第211-213页 |
| BIBLIOGRAPHY | 第213-221页 |
