| Acknowledgement | 第1-8页 |
| Abstract | 第8-14页 |
| Contents | 第14-18页 |
| INTRODUCTION | 第18-24页 |
| ·Introduction | 第18页 |
| ·Theoretical Framework | 第18-20页 |
| ·Statement of problem | 第20-21页 |
| ·Purpose and significance of the study | 第21页 |
| ·Methodology | 第21-22页 |
| ·Limitations | 第22页 |
| ·Organization of the Thesis | 第22-24页 |
| CHAPTER ONE Review of the Literature | 第24-28页 |
| ·Two Approaches to the Researches about Teachers' Contributions to ELL | 第24-27页 |
| ·The Approach Starting with Methods | 第24-26页 |
| ·The Approach Starting With Teachers' Beliefs | 第26-27页 |
| ·Summary | 第27-28页 |
| CHAPTER TWO Introduction of Social Constructivism | 第28-38页 |
| ·Introduction | 第28页 |
| ·Theoretical Rationales | 第28-36页 |
| ·Constructivist View of Teaching | 第29-32页 |
| ·Social Interactionist Mediation Theory | 第32-34页 |
| ·Humanist Development of Whole Person | 第34-36页 |
| ·Social Constructivist Views of Teachers' Contributions | 第36-37页 |
| ·Summary | 第37-38页 |
| CHAPTER THREE Exploration on Teachers' Implicit Contributions to Tertiary-level ELT in China within Social Constructivism | 第38-68页 |
| ·Introduction | 第38-40页 |
| ·A General Introduction of Teachers' Belief Systems | 第40-43页 |
| ·A Study on the Belief Systems of Non-native English Teachers of Tertiary-level in China | 第43-49页 |
| ·The Aim of the Study | 第44页 |
| ·The Procedure of Data Collection | 第44-45页 |
| ·The Participants in the Study | 第44页 |
| ·The Method of Collecting Data | 第44-45页 |
| ·Data Analysis | 第45-47页 |
| ·Conclusion | 第47-49页 |
| ·The Implicit Contributions of Teachers' Beliefs | 第49-51页 |
| ·An Empirical Study about ELT of tertiary level in China | 第51-66页 |
| ·Aim of the Study | 第51页 |
| ·Procedure of Data Collection | 第51-52页 |
| ·Data Analysis | 第52-65页 |
| ·Major Findings | 第65-66页 |
| ·Summary | 第66-68页 |
| CHAPTER FOUR Exploration on Teachers' Explicit Contributions to ELL | 第68-85页 |
| ·Introduction | 第68页 |
| ·Teachers' Explicit Contributions to tertiary-level ELL in China | 第68-69页 |
| ·An Empirical Study on Teachers' Explicit Contributions to ELL | 第69-75页 |
| ·The Aim of Study | 第69页 |
| ·The Procedure of Data Collection | 第69-70页 |
| ·Data Analysis | 第70页 |
| ·The Result of the Study | 第70-74页 |
| ·Conclusion | 第74-75页 |
| ·Teachers' Explicit Contributions to ELL of tertiary-level in China | 第75-83页 |
| ·Transmitting Knowledge | 第75-77页 |
| ·Exposing Learners to tasks | 第77-78页 |
| ·Teaching Learners Strategies | 第78-79页 |
| ·Motivating Learners to learn | 第79-80页 |
| ·Developing Learners' Autonomy | 第80-82页 |
| ·Creating a supportive learning environment | 第82-83页 |
| ·Summary | 第83-85页 |
| CHAPTER FIVE The Implications of Social Constructivism | 第85-103页 |
| ·Introduction | 第85-87页 |
| ·Being a Reflective Practitioner | 第87-94页 |
| ·Theoretical Claims about Reflective Practitioner | 第87-91页 |
| ·'Reflection' in 1930s | 第88-89页 |
| ·'Reflection' Since 1980s | 第89-91页 |
| ·The Applications to ELT of China | 第91-94页 |
| ·Improving Teachers' Understandings | 第92-93页 |
| ·Improving Teachers' Language Proficiency | 第93-94页 |
| ·Being a Mediator | 第94-102页 |
| ·The Theoretical Rationale of the Theory of Mediation | 第95-99页 |
| ·Application of Mediation Theory | 第99-102页 |
| ·Summary | 第102-103页 |
| CONCLUSION | 第103-105页 |
| Appendix Ⅰ | 第105-106页 |
| Appendix Ⅱ | 第106-107页 |
| Bibliography | 第107-111页 |
