| Chapter 1 Introduction | 第1-20页 |
| 1．1 General Discussion | 第12页 |
| 1．2 Nature of Learning | 第12-14页 |
| 1．3 Nature of Teaching | 第14-15页 |
| 1．4 Nature of L2 Learning | 第15-18页 |
| 1．5 The Main Task of the Paper | 第18-20页 |
| Chapter 2 The Communicative Approach | 第20-26页 |
| 2．1 The Upsurge of the Communicative Approach | 第20-21页 |
| 2．2 Characteristics of the Communicative Approach | 第21-23页 |
| 2．3 Changes Required from More Traditional Approach | 第23-24页 |
| 2．4 Summary | 第24-26页 |
| Chapter 3 The Present English Teaching Conditions in China | 第26-35页 |
| 3．1 Language Teacher's Inadequate Educating Ability | 第26-28页 |
| 3．2 Too Many Students in the Enlarged Class and the Limited Hours for English Teaching | 第28-31页 |
| 3．3 The Brand-new Teaching Materials and the Backward Teaching Means | 第31-33页 |
| 3．4 The Rigid Examination System | 第33页 |
| 3．5 Summary | 第33-35页 |
| Chapter 4 Learner's Factors | 第35-53页 |
| 4．1 The Cognitive Factor | 第35-40页 |
| 4．1．1 The Definition of Cognitive Learning | 第35页 |
| 4．1．2 The Classification of Cognitive Learning | 第35-40页 |
| 4．2 The Affective Factor | 第40-48页 |
| 4．2．1 The Definition | 第40-41页 |
| 4．2．2 The Classification | 第41-48页 |
| 4．2．2．1 Second Language Learning Personality | 第41-46页 |
| 4．2．2．2 Attitude | 第46-47页 |
| 4．2．2．3 Motivation | 第47-48页 |
| 4．3 Age Factor | 第48-50页 |
| 4．4 Cross-Cultural Factor | 第50-51页 |
| 4．4．1 Cultural Stereotype | 第50页 |
| 4．4．2 Cultural Shock | 第50-51页 |
| 4．5 Summary | 第51-53页 |
| Chapter 5 A Teaching Model Thought to Be Suited to China's Natural Contents | 第53-62页 |
| 5．1 Features of This Model | 第53-55页 |
| 5．2 Operating Principles | 第55-56页 |
| 5．3 Why Is It Effective? | 第56-60页 |
| 5．4 Summary | 第60-62页 |
| Chapter 6 The Prerequisite of the Application of the Communicative Approach in China | 第62-72页 |
| 6．1 The Use of Grammar as a Basis for Plenty of Reading | 第62-64页 |
| 6．1．1 The Meaning of Grammar | 第62-63页 |
| 6．1．2 The Different Grammatical Features between English and Chinese | 第63-64页 |
| 6．1．2．1 The Grammatical Features of English Influenced by Western Abstract Thoughts | 第63-64页 |
| 6．1．2．2 The Grammatical Features of Chinese Influenced by the Dialectical Thought | 第64页 |
| 6．2 The Use of Translation as a Basis for Plenty of Reading | 第64-66页 |
| 6．2．1 Translation: A learning and Communication Strategy | 第65页 |
| 6．2．2 Translation: A strategy for Initial and Further Learning | 第65-66页 |
| 6．3 Plenty of Authentic Materials Reading | 第66-69页 |
| 6．3．1 Reading Is a Psycholinguistic Process | 第66-68页 |
| 6．3．2 Reading Is a Sociolinguistic Process | 第68页 |
| 6．3．3 What Plenty of Authentic Material Reading Gives Us? | 第68-69页 |
| 6．4 Grammar & Translation Is the Basis of Plenty of Authentic Materials Reading | 第69-70页 |
| 6．5 The Relationship between Input and Output | 第70-71页 |
| 6．6 Summary | 第71-72页 |
| Chapter 7 Problems That Should Be Noticed | 第72-81页 |
| 7．1 How to Settle the Problem of Pronunciation, Listening and Speaking? | 第72-75页 |
| 7．1．1 The Settlement of Pronunciation | 第72-73页 |
| 7．1．2 The Settlement of Listening | 第73-74页 |
| 7．1．3 The Settlement of Speaking | 第74-75页 |
| 7．2 The Part Teachers Should Play in an English Class | 第75-76页 |
| 7．3 Take Advantage of Learners' Factors | 第76-79页 |
| 7．3．1 What Cognitive Factors Give Us? | 第77页 |
| 7．3．2 Create a Relaxed Class on the Ground of Affective Factors | 第77-79页 |
| 7．4 Summary | 第79-81页 |
| Conclusion | 第81-84页 |
| Works Cited | 第84-85页 |
