| Abstract | 第4-8页 |
| 摘要 | 第9-15页 |
| Chapter One Introduction | 第15-23页 |
| 1.1 Background of the study | 第15-16页 |
| 1.2 Significance of the study | 第16-19页 |
| 1.3 Research questions and research methods | 第19-21页 |
| 1.4 Organization of the thesis | 第21-23页 |
| Chapter Two Literature Review: ELT Curriculum Innovations and Their Implementations | 第23-49页 |
| 2.1 Definition of ELT curriculum innovation | 第23-25页 |
| 2.2 The ELT curriculum innovation for secondary school in China | 第25-30页 |
| 2.3 Studies of types of teaching and learning activities | 第30-33页 |
| 2.4 Studies of teaching content and focus | 第33-35页 |
| 2.5 Studies of classroom language use | 第35-38页 |
| 2.6 Studies of learner production | 第38-40页 |
| 2.7 Constraints that limit effective implementation of the ELT curriculum innovation | 第40-47页 |
| 2.8 Summary | 第47-49页 |
| Chapter Three Theoretical Framework | 第49-64页 |
| 3.1 The structure-behaviorist approach to L2 instruction | 第49-51页 |
| 3.2 The mental-cognitivist approach to L2 instruction | 第51-56页 |
| 3.3 The socio-cognitivist approach to L2 instruction | 第56-61页 |
| 3.4 The theoretical framework for the study | 第61-64页 |
| Chapter Four Methodology | 第64-78页 |
| 4.1 Research design | 第64页 |
| 4.2 Research questions | 第64-65页 |
| 4.3 Recording and transcribing classroom interaction | 第65-66页 |
| 4.4 Participants | 第66-68页 |
| 4.5 Systematic observation | 第68-74页 |
| 4.6 Conversation analysis | 第74-78页 |
| Chapter Five Social organization of classrooms and curriculum innovation | 第78-105页 |
| 5.1 Student-centered and teacher-centered activities | 第78-87页 |
| 5.2 Dialogic and monologic activities | 第87-96页 |
| 5.3 Negotiation of meaning, scaffolding and collaborative tasks | 第96-104页 |
| 5.4 Summary | 第104-105页 |
| Chapter Six Focus of classroom instruction and curriculum innovation | 第105-142页 |
| 6.1 Knowledge-oriented and skill-oriented activities | 第105-123页 |
| 6.2 Focus on form and focus on forms | 第123-124页 |
| 6.3 Negotiation of meaning and vocabulary instruction | 第124-131页 |
| 6.4 Inductive and deductive grammar instruction | 第131-140页 |
| 6.5 Summary | 第140-142页 |
| Chapter Seven Medium of instruction and curriculum innovation | 第142-160页 |
| 7.1 Extensive target-language input and first-language overreliance | 第142-144页 |
| 7.2 Optimal and unprincipled language use | 第144-156页 |
| 7.3 Meaning-oriented target language use | 第156-159页 |
| 7.4 Summary | 第159-160页 |
| Chapter Eight Student products and curriculum innovation | 第160-175页 |
| 8.1 Sustained and restricted student products | 第160-170页 |
| 8.2 Comprehensible output and students’ reticence | 第170-173页 |
| 8.3 Negotiation of meaning, scaffolding and sustained output | 第173-174页 |
| 8.4 Summary | 第174-175页 |
| Chapter Nine Conclusion and Implications | 第175-185页 |
| 9.1 The main findings of the study | 第175-178页 |
| 9.2 Implications of the study | 第178-180页 |
| 9.3 Contributions of the study | 第180-183页 |
| 9.4 Limitations of the study | 第183-184页 |
| 9.5 Suggestions for further research | 第184-185页 |
| References | 第185-201页 |
| Appendix 1: Transcription conventions | 第201-202页 |
| Appendix 2: System observation coding sheets | 第202-213页 |
| Appendix 3: Sample classroom transcripts | 第213-238页 |
| Acknowledgements | 第238-239页 |
| 在学期间公开发表论文情况 | 第239页 |
