| 中文摘要 | 第1-3页 |
| English abstract | 第3-4页 |
| 中文文摘 | 第4-6页 |
| Synopsis | 第6-11页 |
| Chapter One:Introduction: | 第11-13页 |
| Chapter Two:Literature review-theories and EFL teaching | 第13-27页 |
| ·Theories of linguistics and language teaching | 第13-16页 |
| ·Structuralism and its application to language teaching | 第13-14页 |
| ·Transformational-Generative Grammar and its application to language teaching | 第14页 |
| ·Functionalism and its application to language teaching | 第14-15页 |
| ·Theory of communicative competence and its application to language teaching | 第15-16页 |
| ·Theories of psychology and EFL teaching | 第16-18页 |
| ·Behaviourism and its application to EFL teaching | 第17页 |
| ·Cognitive psychology and its application to EFL teaching | 第17-18页 |
| ·Constructivism and its application to EFL teaching | 第18页 |
| ·Theories of second language acquisition(SLA)and EFL teaching | 第18-21页 |
| ·Language transfer theory and EFL teaching | 第19页 |
| ·The Monitor Model for EFL teaching | 第19-21页 |
| ·The Acculturation Model | 第21页 |
| ·The theories of EFL teaching method and their teaching forms in practice | 第21-27页 |
| ·The oldest or the traditional method---Grammar Translation | 第22页 |
| ·Direct Method | 第22-23页 |
| ·The Audio-lingual Method | 第23页 |
| ·The Audiovisual Method | 第23-24页 |
| ·The Contrastive Analysis | 第24页 |
| ·The Communicative Approach | 第24-25页 |
| ·The Community Language learning | 第25页 |
| ·The Cognitive Theory | 第25-26页 |
| ·English as a subject in the quality-oriented Education | 第26-27页 |
| Chapter Three:The purpose of this research | 第27-29页 |
| Chapter Four:The survey Study | 第29-57页 |
| ·Stage One:Survey one | 第29-33页 |
| ·Subjects | 第29页 |
| ·Questionnaire,methodology and procedures | 第29-31页 |
| ·Theoretical bases for the design of the items in the questionnaire | 第31页 |
| ·The result of the survey | 第31-33页 |
| ·Stage two:Survey Two | 第33-57页 |
| ·Subjects | 第34页 |
| ·Methodology and procedures | 第34-35页 |
| ·Data analysis and findings | 第35-57页 |
| Chapter Five:Suggestions for EFL teaching | 第57-60页 |
| ·Motivation comes first concerning the effective input in the classroom | 第57页 |
| ·The applicability of the teaching form varies from student to student and is linked to their language levels and views on language learning | 第57页 |
| ·Old methods doesn't means nothing in the new teaching reform | 第57-58页 |
| ·Grammar is still an important part in learning a new language | 第58页 |
| ·The consciousness of theories and the teaching form that is actually carried out | 第58页 |
| ·Effectiveness of the teaching form and the purpose of the teaching | 第58页 |
| ·Students and EFL teachers and their ideas about language knowledge and knowledge teaching and learning | 第58-60页 |
| Chapter Six:Concluding remarks:limitations of the survey and suggestions for further study | 第60-62页 |
| Note | 第62-63页 |
| Reference | 第63-65页 |
| Appendix | 第65-74页 |
| Acknowledgement | 第74页 |
