| 摘要 | 第4-5页 |
| Abstract | 第5-6页 |
| Chapter One Introduction | 第13-16页 |
| 1.1 Research purpose | 第13-14页 |
| 1.2 Significance of the research | 第14-15页 |
| 1.3 Organization of the thesis | 第15-16页 |
| Chapter Two Overview of Second Language Acquisition Theories | 第16-24页 |
| 2.1 Survey of SLA | 第16-17页 |
| 2.2 Previous researches on SLA | 第17-20页 |
| 2.2.1 Nativist theories of SLA | 第17-19页 |
| 2.2.2 Environmentalist theories of SLA | 第19-20页 |
| 2.2.3 Interactionist theories of SLA | 第20页 |
| 2.3 Krashen's Monitor Theory | 第20-24页 |
| 2.3.1 Acquisition-Learning hypothesis | 第20-21页 |
| 2.3.2 Natural order hypothesis | 第21页 |
| 2.3.3 Monitor hypothesis | 第21-22页 |
| 2.3.4 Input hypothesis | 第22页 |
| 2.3.5 Affective filter hypothesis | 第22-24页 |
| Chapter Three Status Quo and main problems of rural Englishteaching | 第24-34页 |
| 3.1 Low overall level of students' English | 第24-26页 |
| 3.2 Outdated teaching methods | 第26-27页 |
| 3.3 Weak teaching staff | 第27-29页 |
| 3.3.1 Relatively low in the first educational degree and professional level of rural English teachers | 第27-28页 |
| 3.3.2 Absence of teaching theories and inconsistency with current educational ideas | 第28页 |
| 3.3.3 Unreasonable composition of teaching faculty in terms of their gender,age and professional title | 第28-29页 |
| 3.4 Big class teaching | 第29-34页 |
| 3.4.1 Less efective teaching and looser class order | 第30-32页 |
| 3.4.2 Less interaction between the teacher and students | 第32-33页 |
| 3.4.3 Difficulty in controlling teaching quality | 第33-34页 |
| Chapter Four Empirical research of rural English teaching | 第34-58页 |
| 4.1 Research methods | 第36页 |
| 4.2 Research target | 第36-38页 |
| 4.3 Result and analysis of the research | 第38-58页 |
| 4.3.1 The correlation between the agent of input and the effect of English teaching | 第38-44页 |
| 4.3.2 Comparison of class teaching between different schools | 第44-56页 |
| 4.3.3 Comparison of class teaching in the same school | 第56-58页 |
| Chapter Five Implication of the present research on rural secondaryschool's English teaching | 第58-88页 |
| 5.1 Improving the teacher's professional knowledge | 第58-62页 |
| 5.1.1 What the teachers should do | 第58-59页 |
| 5.1.2 What the schools should do | 第59-60页 |
| 5.1.3 What the local authorities should do | 第60-62页 |
| 5.2 Dividing a big class into several small groups | 第62-67页 |
| 5.2.1 Adding communicative elements to class activities | 第63页 |
| 5.2.2 Promotion of learner autonomy | 第63-64页 |
| 5.2.3 Cooperative learning in groups | 第64-67页 |
| 5.3 Language input in class | 第67-80页 |
| 5.3.1 Teacher language in class | 第69-78页 |
| 5.3.2 Improvement of teaching methods | 第78-80页 |
| 5.4 Creation of a better input environment | 第80-84页 |
| 5.4.1 More English in class | 第80-81页 |
| 5.4.2 More effective classroom activities | 第81-83页 |
| 5.4.3 More emphasis on linguistic meaning instead of on form | 第83-84页 |
| 5.5 Stimulation of motivation and interest | 第84-88页 |
| 5.5.1 Harmonious and friendly teacher-student relationship | 第85页 |
| 5.5.2 Various affections towards different students | 第85-86页 |
| 5.5.3 Cultivation of students' autonomous learning ability | 第86-88页 |
| Chapter Six Conclusion | 第88-90页 |
| 6.1 The major findings of this study | 第88-89页 |
| 6.2 Limitations of the study | 第89页 |
| 6.3 Suggestions for further study | 第89-90页 |
| Bibliography | 第90-95页 |
| Acknowledgement | 第95页 |
