| 中文摘要 | 第1-6页 |
| Abstract | 第6-8页 |
| Abbreviations | 第8-9页 |
| Table of Contents | 第9-12页 |
| Chapter One Introduction | 第12-16页 |
| ·Introduction | 第12-13页 |
| ·Significance of the Study | 第13-14页 |
| ·Theoretical Value | 第13页 |
| ·Practical Consideration | 第13-14页 |
| ·Research Questions | 第14页 |
| ·Data Collection and Research Methodology | 第14页 |
| ·Outline of the Thesis | 第14-16页 |
| Chapter Two Relevant Research on Second Language Teaching in the Classroom | 第16-37页 |
| ·The Natural Approach | 第16-20页 |
| ·The Four Principles of the Natural Approach | 第19页 |
| ·The Goal of the Natural Approach | 第19-20页 |
| ·Summary | 第20页 |
| ·Total Physical Response and Second Language Acquisition | 第20-26页 |
| ·Theoretical Foundations | 第22页 |
| ·The Theory of Language and Learning | 第22-24页 |
| ·Comments | 第24-25页 |
| ·From TPR to PRS | 第25-26页 |
| ·Task-based Language Teaching | 第26-35页 |
| ·The Properties of a Task | 第27-28页 |
| ·The Principle of Task-based Language Teaching | 第28-29页 |
| ·The Six Factors of Task-based Syllabus | 第29-31页 |
| ·Task-based Instruction and Second Language Acquisition | 第31-33页 |
| ·Factors to be Taken into Consideration in Practice | 第33-35页 |
| ·General Remarks about the Three Teaching Approaches | 第35-37页 |
| Chapter Three A Tentative Model of Integrated Approach of EFL Classroom Activities: A Theoretical Framework | 第37-71页 |
| ·A Functional Point of View of Language Acquisition | 第37-42页 |
| ·Learning a Language is Learning to Mean | 第37-40页 |
| ·A Functionalist View of Communication by Cook | 第40-41页 |
| ·The Play of Nature | 第41-42页 |
| ·Communicative Language Teaching and Classroom Interaction | 第42-44页 |
| ·Cognitive Theories of Language Acquisition | 第44-47页 |
| ·Constructivism | 第44-45页 |
| ·The Zone of Proximal Development and the Importance of Social Interaction | 第45-46页 |
| ·Comprehensible Input and Second Language Acquisition | 第46-47页 |
| ·Empirical Study on ‘Simplified Input’ | 第47页 |
| ·Syllabus Design: Activities in the Classroom | 第47-49页 |
| ·Theory Approach | 第48-49页 |
| ·Operational Design | 第49页 |
| ·Multi-Activity Teaching in the Classroom: Exploring Different Activities | 第49-65页 |
| ·The Theory of Multiple Intelligences | 第49-50页 |
| ·Classroom Activities | 第50-54页 |
| ·Chants, Music and Poetry | 第54-59页 |
| ·Storytelling, Role-play, and Drama | 第59-63页 |
| ·Games | 第63-64页 |
| ·Summary | 第64-65页 |
| ·A Tentative Model of Multi-dimensional Design | 第65-71页 |
| ·A General Description of the Hypothetical Model | 第66-68页 |
| ·Specifications of the Elements in the Model | 第68-71页 |
| Chapter Four Implementation of the Model | 第71-103页 |
| ·The Experiment | 第71-90页 |
| ·Subjects | 第71页 |
| ·Data Collection through Classroom Observation and the Lesson Plans | 第71-72页 |
| ·Classroom Observation | 第72-89页 |
| ·Discussion | 第89-90页 |
| ·The Questionnaire for the Pupils | 第90-98页 |
| ·The Questionnaire | 第90-95页 |
| ·Discussion of the Results of the Questionnaire | 第95-97页 |
| ·Summary | 第97-98页 |
| ·Interviews | 第98-103页 |
| ·Interviews with the Pupils | 第98-100页 |
| ·Interviews with the Teachers | 第100-101页 |
| ·Discussion | 第101-103页 |
| Chapter Five Results and Discussion | 第103-110页 |
| ·Discussion on the Findings of the Research | 第103-104页 |
| ·Gains and Limitations of the Research | 第104-107页 |
| ·The Common Goal of the Three Approaches | 第104-105页 |
| ·The Development of the Children’s Multiple Intelligences as a Whole | 第105-106页 |
| ·Limitations of the Research | 第106-107页 |
| ·Recommendations for Future Work | 第107页 |
| ·Implications for ELT Practitioners | 第107-108页 |
| ·Conducting a Micro-experiment | 第108-110页 |
| Bibliography | 第110-115页 |
| Appendixes | 第115-132页 |
| 致谢、声明 | 第132-133页 |
| 个人简历、在学期间的研究成果及发表的学术论文 | 第133页 |
