| ABSTRACT | 第3页 |
| 摘要 | 第4-5页 |
| ACKNOWLEDGEMENTS | 第5-9页 |
| LIST OF ABBREVIATIONS | 第9-11页 |
| CHAPTER ONE INTRODUCTION | 第11-14页 |
| 1.1 The background and significance of the study | 第11-12页 |
| 1.2 The objectives of the study | 第12页 |
| 1.3 Overall structure of the thesis | 第12-14页 |
| CHAPTER TWO LITERATURE REVIEW | 第14-35页 |
| 2.1 Introduction to Countries/Areas Studies (CAS) | 第14-19页 |
| 2.1.1 Definition of CAS | 第14-15页 |
| 2.1.2 Origin of CAS | 第15-16页 |
| 2.1.3 The development of CAS | 第16-18页 |
| 2.1.4 CAS as an independent subject in higher education | 第18-19页 |
| 2.2 Application of Project-based Instruction (PBI) | 第19-24页 |
| 2.2.1 Definition of PBI | 第19-20页 |
| 2.2.2 Characteristics of PBI | 第20-22页 |
| 2.2.3 Previous studies on PBI | 第22-24页 |
| 2.3 Studies on teachers’ roles and the theoretical framework of the study | 第24-31页 |
| 2.3.1 Definition of teachers’ roles | 第24页 |
| 2.3.2 Classification of teachers’ roles | 第24-28页 |
| 2.3.3 Previous studies on teachers’ roles | 第28-30页 |
| 2.3.4 Previous studies on the combination of PBI and teachers’ roles | 第30-31页 |
| 2.4 Introduction to the project-based courses (Pj B courses) on English-speakingcountries/areas (ESCA) for English majors | 第31-35页 |
| 2.4.1 Reform of Pj B courses on ESCA for English majors | 第31-32页 |
| 2.4.2 Curriculum introduction to the Pj B courses on ESCA for Englishmajors | 第32-35页 |
| CHAPTER THREE RESEARCH METHODOLOGY | 第35-44页 |
| 3.1 Research questions | 第35页 |
| 3.2 Qualitative research design | 第35-36页 |
| 3.3 Participants | 第36-39页 |
| 3.4 Instrument | 第39-41页 |
| 3.4.1 Interview | 第39-40页 |
| 3.4.2 Observation | 第40-41页 |
| 3.5 Data collection and analysis | 第41-42页 |
| 3.6 Validity and reliability | 第42-43页 |
| 3.7 Ethical issues | 第43-44页 |
| CHAPTER FOUR RESULTS AND DISCUSSION | 第44-69页 |
| 4.1 The distinctive teachers’ roles in the teaching of Pj B courses on ESCA in theinstructional dimension | 第44-53页 |
| 4.1.1 Teachers as learning guides | 第44-48页 |
| 4.1.2 Teachers as sources of knowledge | 第48-50页 |
| 4.1.3 Teachers as classroom organizers | 第50-53页 |
| 4.2 The prerequisite teachers’ roles in the teaching of Pj B courses on ESCA in theinterpersonal dimension | 第53-61页 |
| 4.2.1 Teachers as creators of classroom atmosphere | 第53-56页 |
| 4.2.2 Teachers as classroom managers | 第56-58页 |
| 4.2.3 Teachers as parental friends | 第58-61页 |
| 4.3 The essential teachers’ roles in the teaching of Pj B courses on ESCA in themoral dimension | 第61-63页 |
| 4.3.1 Teachers as conduct guides | 第61-62页 |
| 4.3.2 Teachers as moral guides | 第62-63页 |
| 4.4 Problems in teachers’ role behaviors and their coping strategies | 第63-69页 |
| 4.4.1 Problems in the instructional dimension and their coping strategies | 第63-66页 |
| 4.4.2 Problems in the interpersonal dimension and their coping strategies | 第66-69页 |
| CHAPTER FIVE CONCLUSION | 第69-72页 |
| 5.1 Major findings | 第69-70页 |
| 5.2 Implications | 第70页 |
| 5.3 Limitations | 第70-71页 |
| 5.4 Recommendations for future research | 第71-72页 |
| REFERENCES | 第72-81页 |
| APPENDIX Ⅰ 教师访谈提纲 | 第81-83页 |
| APPENDIX Ⅱ 学生访谈提纲 | 第83-85页 |
| APPENDIX Ⅲ 课堂观察表 | 第85-87页 |
