| Acknowledgement | 第1-6页 |
| 内容提要 | 第6-8页 |
| Abstract | 第8-11页 |
| List of Tables | 第11-12页 |
| List of Figures | 第12-13页 |
| List of Abbreviations | 第13-20页 |
| Chapter 1 Introduction | 第20-30页 |
| ·Background to the research | 第20-21页 |
| ·Research questions | 第21-22页 |
| ·Research goals | 第22-23页 |
| ·The significance of the research | 第23-26页 |
| ·Theoretical significances | 第23-24页 |
| ·Methodological significances | 第24-25页 |
| ·Pedagogical implications | 第25-26页 |
| ·Research Methods | 第26-28页 |
| ·Literature Survey | 第26页 |
| ·Ethnographical research | 第26-27页 |
| ·Case study | 第27-28页 |
| ·The Arrangement of the dissertation | 第28-30页 |
| Chapter 2 Literature Review | 第30-54页 |
| ·Introduction | 第30页 |
| ·Fundamental elements for effective teaching | 第30-36页 |
| ·Effective teacher and effective teaching | 第30-32页 |
| ·Effective teaching skills | 第32-33页 |
| ·Effective teaching models | 第33-35页 |
| ·Effective language teaching strategies | 第35-36页 |
| ·Summary | 第36页 |
| ·Studies related to effective teaching in the West | 第36-45页 |
| ·The effectiveness of grammar instruction | 第36-37页 |
| ·The effectiveness of corrective feedback and recasts | 第37-38页 |
| ·Traditional methods of language teaching | 第38-40页 |
| ·Studies on learning strategy training | 第40-41页 |
| ·Constructivism | 第41-43页 |
| ·Relationship between teaching and acquisition | 第43-44页 |
| ·Summary | 第44-45页 |
| ·Studies on effective language teaching in China | 第45-51页 |
| ·Task-based teaching | 第45-46页 |
| ·Shu Baimei’s study of effective teaching | 第46-48页 |
| ·The influence of communicative approach | 第48-50页 |
| ·The studies on learning strategy training | 第50-51页 |
| ·Summary | 第51-54页 |
| Chapter 3 Theoretical Framework for Effective Teaching | 第54-75页 |
| ·Teaching philosophy | 第54-58页 |
| ·Teacher beliefs about teaching | 第54-55页 |
| ·Understanding learners and learning | 第55-56页 |
| ·Learning-centeredness vs. learner centeredness | 第56页 |
| ·Understanding learner psychology | 第56-57页 |
| ·Understanding learning strategies | 第57-58页 |
| ·Theories underlying teacher intervention | 第58-64页 |
| ·Noticing hypothesis | 第58-59页 |
| ·Focus on form vs. Focus on meaning | 第59-61页 |
| ·The theory of ZPD | 第61-63页 |
| ·The inter-relationship of the theories | 第63-64页 |
| ·The theory of teacher reflection | 第64-67页 |
| ·Teacher reflection | 第64-65页 |
| ·Reflective teacher | 第65-66页 |
| ·Reflective teaching | 第66-67页 |
| ·The theoretical framework for the current research | 第67-70页 |
| ·Classroom society | 第67-69页 |
| ·Construction of the framework for effective teaching | 第69-70页 |
| ·The operational variables included in the framework | 第70-74页 |
| ·Variables included in effective teaching | 第70-71页 |
| ·Variables included in teacher intervention | 第71-72页 |
| ·Variables included in teacher reflection | 第72-73页 |
| ·Variables included in teaching philosophy | 第73-74页 |
| ·Summary | 第74-75页 |
| Chapter 4 Investigation into the Problems with CECT | 第75-101页 |
| ·The status quo of CECT | 第75-79页 |
| ·Social challenges | 第75-76页 |
| ·The current reforms | 第76-78页 |
| ·The current problems | 第78-79页 |
| ·The investigation process | 第79-85页 |
| ·The subjects for investigation | 第79-80页 |
| ·The instruments | 第80-83页 |
| ·Collection and analysis of the data | 第83-85页 |
| ·Problems identified with teaching | 第85-92页 |
| ·The problems with teaching philosophy | 第87页 |
| ·Failure to reflect | 第87-88页 |
| ·Failure to help learners change gears | 第88-89页 |
| ·Learning psychology overlooked | 第89-91页 |
| ·Failure to focus on forms | 第91-92页 |
| ·Problems identified with learning | 第92-99页 |
| ·Problem with learner beliefs | 第94页 |
| ·Problems with learning psychology | 第94-96页 |
| ·Problems with the use of learning strategies | 第96-97页 |
| ·The gap between Declarative and Procedural knowledge | 第97-98页 |
| ·The wash-back of CET-4 and CET-6 | 第98-99页 |
| ·Summary | 第99-101页 |
| Chapter 5 Remedies for the Ineffectiveness in CECT | 第101-142页 |
| ·Teaching philosophy reflected in teaching practice | 第101-108页 |
| ·Teaching the vital ‘Day-One’lesson | 第101-103页 |
| ·Establishing a new classroom society | 第103-105页 |
| ·Helping students to change gears | 第105-106页 |
| ·Establishing positive learner belief system | 第106-108页 |
| ·Dealing with learner attribution to failure | 第108页 |
| ·Intervening with the learning process | 第108-115页 |
| ·Getting learners to notice | 第108-110页 |
| ·Making sensible choice of materials | 第110页 |
| ·Adding an aesthetic taste to teaching | 第110-112页 |
| ·Dealing with learner preferences | 第112页 |
| ·Focusing on form/meaning | 第112-115页 |
| ·Conducting learning strategy training | 第115-121页 |
| ·Raising learner awareness of leaning strategy use | 第116-117页 |
| ·Combining learning strategy training with content-teaching | 第117-119页 |
| ·Sharing teacher’s own use of learning strategies | 第119-120页 |
| ·Checking on the effectiveness of learning strategy training | 第120页 |
| ·Conclusion | 第120-121页 |
| ·Dealing with learning psychology | 第121-126页 |
| ·Remedy for learning anxiety | 第122-123页 |
| ·Remedy for learning motivation | 第123-125页 |
| ·Remedy for learner dependence | 第125-126页 |
| ·Reflective teaching | 第126-129页 |
| ·Rationale | 第127页 |
| ·Traditional diagnostic reflection on classroom teaching | 第127-128页 |
| ·The innovative diagnostic reflection on classroom teaching | 第128-129页 |
| ·Loud reading as a learning strategy | 第129-134页 |
| ·Rationale | 第129-131页 |
| ·What is meant by being able to read aloud? | 第131页 |
| ·Training the strategy of loud reading | 第131-133页 |
| ·Tips on loud reading | 第133-134页 |
| ·Aisle-Wandering in class | 第134-140页 |
| ·The forms of Aisle-Wandering | 第135-137页 |
| ·The role of Aisle-Wandering | 第137-138页 |
| ·The advantages and disadvantages of Aisle-Wandering | 第138-139页 |
| ·Tips on Aisle-Wandering | 第139-140页 |
| ·Summary | 第140-142页 |
| Chapter 6 Case Study | 第142-157页 |
| ·Introduction | 第142页 |
| ·Rationale | 第142-143页 |
| ·Design of the experiment | 第143-152页 |
| ·Hypotheses, Variables and Participants | 第143-145页 |
| ·Instruments used and steps followed in the experiment | 第145-152页 |
| ·Results and analysis | 第152-155页 |
| ·Changes of the subject group in the 5 dimensions | 第152-154页 |
| ·Progress indicated in learners’posttest | 第154页 |
| ·Correlation analysis | 第154-155页 |
| ·Discussion and conclusion | 第155-157页 |
| Chapter 7 Conclusion | 第157-167页 |
| ·Major findings of the research | 第157-161页 |
| ·The problems with teachers and teaching | 第157-158页 |
| ·The problems with learners and learning | 第158-159页 |
| ·Pedagogical solutions to the problems | 第159-161页 |
| ·Originalities of the Research | 第161-164页 |
| ·Originalities on theoretical level | 第161-162页 |
| ·Originalities on practical level | 第162-164页 |
| ·Drawbacks of the research | 第164-165页 |
| ·Further research proposed | 第165-167页 |
| Bibliography | 第167-179页 |
| Appendixes | 第179-224页 |
| Appendix 1 Questionnaire for College English Teachers | 第179-180页 |
| Appendix 2 Questionnaire for College English students | 第180-181页 |
| Appendix 3 Interview questions | 第181-182页 |
| Appendix 4 Classroom observation form | 第182-183页 |
| Appendix 5 A sample lesson of teacher reflection | 第183-188页 |
| Appendix 6 Reflections on college English teaching | 第188-191页 |
| Appendix 7 Bar charts resulted from questionnaire for teachers | 第191-194页 |
| Appendix 8 Bar charts resulted from questionnaire for learners | 第194-198页 |
| Appendix 9 Scores for subject and control groups on pretest and posttest | 第198-202页 |
| Appendix 10 Pretest Paper | 第202-213页 |
| Appendix 11 Posttest paper | 第213-224页 |
