| 1 INTRODUCTION | 第1-13页 |
| 2 TRADITIONAL APPROACHES AND COMMUNICATIVE APPROACHES | 第13-17页 |
| ·THE TRADITIONAL APPROACHES | 第13-14页 |
| ·The Grammar Translation method | 第13页 |
| ·The Audio-lingual method | 第13-14页 |
| ·GENERAL PRINCIPLES AND THEORIES OF COMMUNICATIVE APPROACHES | 第14-15页 |
| ·DIFFERENCES BETWEEN COMMUNICATIVE APPROACHES AND TRADITIONAL APPROACHES | 第15-17页 |
| 3 FEATURES OF TRADITIONAL CHINESE EDUCATIONAL AND ITS EFFECT ON ENGLISH TEACHING | 第17-22页 |
| ·FEATURES OF CHINA'S ENGLISH TEACHING | 第17-20页 |
| ·Concentration on intensive reading as a basis for language study | 第17-18页 |
| ·Use of memorization and rote learning as a basic acquisition technique | 第18页 |
| ·Meticulous emphasis on linguistic details and a corresponding lack of attention to communicative skills | 第18-19页 |
| ·Use of translation as both a teaching and a learning strategy | 第19页 |
| ·Teacher's authority and students' passive role | 第19-20页 |
| ·REASONS FOR FEATURES OF CHINA'S ENGLISH TEACHING | 第20-22页 |
| 4 THE PRESENT SITUATION OF ENGLISH TEACHING APPROACHES IN EFL CLASSROOMS IN WEINAN | 第22-28页 |
| ·METHOD OF INVESTIGATION | 第22-23页 |
| ·Subjects | 第22页 |
| ·Questionnaire | 第22-23页 |
| ·Data analysis | 第23页 |
| ·CRITICAL ANALYSIS OF TEACHERS' AND STUDENTS' RESPONSES TO QUESTIONNIARES | 第23-28页 |
| 5 THE OBSTACLES IN APPLYING COMMUNICATIVE APPROACHES IN CHINESE EDUCATIONAL CONTEXT | 第28-33页 |
| ·NON-NATIVE TEACHERS WITH A LACK OF ENGLISH PROFICIENCY | 第28-29页 |
| ·NATIONAL EXAMINATION | 第29页 |
| ·LARGE CLASS SIZES | 第29-31页 |
| ·TRADITIONAL PRACTICES | 第31页 |
| ·MOTIVATION | 第31-33页 |
| 6 NTEGRATING COMMUNICATIVE APPROACHES WITH TRADIONAL APPROACHES | 第33-46页 |
| ·REASONS FOR INTEGRATING COMMUNICATIVE APPROACHES WITH TRADITIONAL APPROACHES | 第33-34页 |
| ·MEASURES OF INTEGRATING COMMUNICATIVE APPROACHES WITH TRADITIONAL APPROACHES | 第34-43页 |
| ·Using the PPP framework | 第35-38页 |
| ·The PPP framework | 第35-36页 |
| ·The Presentation stage | 第36页 |
| ·The Practice phase | 第36-37页 |
| ·The Production phase | 第37-38页 |
| ·Reducing the amount of English teacher talk in EFL classroom | 第38-40页 |
| ·Teacher talk | 第38页 |
| ·Balance teacher-talking time and student-talking time | 第38-39页 |
| ·Using consistent language | 第39-40页 |
| ·Asking proper questions and giving suitable feedback | 第40页 |
| ·Making the best use of pair work and group work | 第40-43页 |
| ·Introducing pair and group work into traditional classrooms | 第41页 |
| ·Responsibility witningroups | 第41-42页 |
| ·Control the use of Chinese in group work | 第42页 |
| ·Monitoring pair and group work | 第42-43页 |
| ·STUDENTS' COMMENTS ON TEACHING AND LEARNING IN E FL CLASSROOMS | 第43-46页 |
| ·Interview | 第43-44页 |
| ·Analysis of students' comments | 第44-46页 |
| 7 CONCLUSIONS AND RECOMMENDATIONS | 第46-50页 |
| ·CONCLUSIONS | 第46-48页 |
| ·RECOMMENDATIONS FOR TEACHERS | 第48-50页 |
| BIBLIOGRAPHY | 第50-54页 |
| APPENDIX A | 第54-56页 |
| APPENDIX B | 第56-59页 |
