| Acknowledgements | 第1-4页 |
| Abstract in Chinese | 第4-6页 |
| Abstract in English | 第6-11页 |
| 1． Introduction | 第11-15页 |
| 2． Description of New College English and the Existing Problems | 第15-27页 |
| 2．1 Description of New College English | 第15-20页 |
| 2．1．1 Objective | 第15-16页 |
| 2．1．2 Principles | 第16-17页 |
| 2．1．3 Methodology | 第17-18页 |
| 2．1．4 Material | 第18-19页 |
| 2．1．4．1 Diversified subject matter | 第18-19页 |
| 2．1．4．2 Substantial input | 第19页 |
| 2．1．5 Exercise | 第19-20页 |
| 2．2 Existing problems | 第20-24页 |
| 2．2．1 Lack of training in linguistic competence | 第20-21页 |
| 2．2．2 Lack of training in skill-getting | 第21-22页 |
| 2．2．3 Material | 第22-24页 |
| 2．2．3．1 Heavy load of vocabulary | 第22-23页 |
| 2．2．3．2 Lack of gradation | 第23页 |
| 2．2．3．3 Lack of variety in genres | 第23-24页 |
| 2．3 Students' reactions about New College English and their performance in CET-4 after its implementation | 第24-27页 |
| 3． Literature Review | 第27-38页 |
| 3．1 Cognitive Approach | 第27-29页 |
| 3．1．1 Theoretical basis for Cognitive Approach | 第27-29页 |
| 3．1．1．1 Chomsky: language as a rule-governed system | 第28页 |
| 3．1．1．2 Ausubel: meaningful learning | 第28-29页 |
| 3．1．1．3 Bruner: discovery learning | 第29页 |
| 3．1．2 Principles of Cognitive Approach | 第29页 |
| 3．2 Information-processing theory | 第29-34页 |
| 3．2．1 Input stage | 第29-32页 |
| 3．2．2 Central processing | 第32-33页 |
| 3．2．2．1 Dual- mode system | 第32页 |
| 3．2．2．2 Role of memory | 第32-33页 |
| 3．2．3 Output: fluency, accuracy and complexity | 第33-34页 |
| 3．3 Task-based Approach | 第34-36页 |
| 3．3．1 Definition of a task | 第34页 |
| 3．3．2 The rationale for Task-based Approach | 第34-35页 |
| 3．3．3 A framework for task-based learning | 第35-36页 |
| 3．3．4 Principles for task-based instruction | 第36页 |
| 3．4 Student -centred Task-based Model | 第36-38页 |
| 4． Modification of New College English | 第38-64页 |
| 4．1 Emphasis on the role of instruction | 第38-40页 |
| 4．2 Stress on linguistic competence | 第40-51页 |
| 4．2．1 Addition of formulaic language | 第44-46页 |
| 4．2．2 Highlighting structure exercises | 第46-51页 |
| 4．3 Addition of training in macro-skills | 第51-60页 |
| 4．3．1 Systematic development of listening skills | 第52-55页 |
| 4．3．2 Supplementing reading skills before reading materials | 第55-58页 |
| 4．3．3 Enhancing writing skills | 第58-60页 |
| 4．4 Improvement in materials | 第60-64页 |
| 4．4．1 Gradation in materials | 第60-62页 |
| 4．4．2 Increasing genre types and quality material | 第62-64页 |
| 5． Evaluation of the New Model | 第64-68页 |
| 5．1 Meeting the requirements of the new Syllabus | 第64页 |
| 5．2 Meeting the proceduralization of learning | 第64-65页 |
| 5．3 Meeting individual difference | 第65-66页 |
| 5．4 Balance between form and meaning, between accuracy, fluency and complexity | 第66-68页 |
| 6． Conclusion | 第68-70页 |
| Bibliography | 第70-73页 |
| Appendix Ⅰ问卷调查 Ⅱ阅读课文 | 第73-78页 |
