| Acknowledgements | 第5-6页 |
| Dedication | 第6-9页 |
| 摘要 | 第9-10页 |
| Abstract | 第10-11页 |
| Chapter 1 Introduction | 第12-18页 |
| 1.1 Background of the study | 第13-15页 |
| 1.2 Purpose of the study | 第15-16页 |
| 1.3 Significance of research | 第16-18页 |
| Chapter 2 Literature Review | 第18-41页 |
| 2.1 Overview | 第18页 |
| 2.2 Curriculum reforms in China | 第18-21页 |
| 2.2.1 Objectives of the curriculum reform | 第19-20页 |
| 2.2.2 Teachers' role and significance in curriculum reform | 第20-21页 |
| 2.3 Grammar Translation Method | 第21-25页 |
| 2.3.1 Definition and development of GTM | 第22-24页 |
| 2.3.2 Teachers' role in GTM | 第24-25页 |
| 2.4 Communicative competence and CLT | 第25-32页 |
| 2.4.1 Communicative competence | 第25-27页 |
| 2.4.2 Historical and theoretical base of CLT | 第27-28页 |
| 2.4.3 Development and definition of Communicative Language Teaching | 第28-29页 |
| 2.4.4 Teacher's role in CLT | 第29-32页 |
| 2.5 English Language Teaching in China | 第32-37页 |
| 2.5.1 Criticism on GTM in China | 第34-35页 |
| 2.5.2 The need to transform from GTM to CLT in China | 第35-37页 |
| 2.6 English Language Teaching in Pakistan | 第37-41页 |
| 2.6.1 Criticism on GTM in Pakistan | 第38-39页 |
| 2.6.2 The need to transform from GTM to CLT in Pakistan | 第39-41页 |
| Chapter 3 Methodology | 第41-49页 |
| 3.1 Research Questions | 第41页 |
| 3.2 Research design | 第41-45页 |
| 3.2.1 Participants | 第42-43页 |
| 3.2.2 Protocol development | 第43-44页 |
| 3.2.3 Data collection | 第44-45页 |
| 3.2.4 Trustworthiness | 第45页 |
| 3.2.5 Research ethics | 第45页 |
| 3.3 Data analysis | 第45-49页 |
| 3.3.1 Data analysis and coding procedure | 第45-47页 |
| 3.3.2 Content analyses and reduction procedure | 第47-49页 |
| Chapter 4 Results | 第49-79页 |
| 4.1 The development of students' communicative competence | 第49-58页 |
| 4.1.1 ELT strategies for developing communicative competence | 第50-53页 |
| 4.1.2 Teachers' perceptions of imperative and lacking skills of their students | 第53-54页 |
| 4.1.3 Class test assessment and final exams evaluation | 第54-56页 |
| 4.1.4 Teaching objectives | 第56-58页 |
| 4.2 Teachers' perceptions about communicative language teaching | 第58-66页 |
| 4.2.1 The aim of ELT | 第58-60页 |
| 4.2.2 Teaching syllabus | 第60-61页 |
| 4.2.3 Authentic teaching materials | 第61-63页 |
| 4.2.4 In-class activities and student-centered learning | 第63-66页 |
| 4.3 Factors influencing the implementation of CLT | 第66-79页 |
| 4.3.1 Internal factors | 第66-70页 |
| 4.3.2 External factors | 第70-79页 |
| Chapter 5 Discussion and Conclusion | 第79-92页 |
| 5.1 Discussion | 第79-88页 |
| 5.1.1 The characteristics of Chinese and Pakistani English teachers in the development of communicative competence | 第79-82页 |
| 5.1.2 Teachers' perceptions about CLT | 第82-84页 |
| 5.1.3 The relationship between perceived difficulties in the implementation of CLT | 第84-88页 |
| 5.2 Implications of the study | 第88-89页 |
| 5.3 Limitations and direction for future research | 第89-91页 |
| 5.4 Conclusions of the study | 第91-92页 |
| References | 第92-102页 |
| Appendices | 第102-107页 |
| 学位论文评阅及答辩情况表 | 第107页 |
