| 中文摘要 | 第1-4页 |
| ABSTRACT | 第4-8页 |
| CHAPTER ONE INTRODUCTION | 第8-12页 |
| ·GENESIS OF THE STUDY | 第8-10页 |
| ·RESEARCH QUESTIONS | 第10页 |
| ·ORGANIZATION OF THE THESIS | 第10-12页 |
| CHAPTER TWO THE CONTEXT OF THE STUDY | 第12-18页 |
| ·THE BROAD CONTEXT | 第12-14页 |
| ·THE SAMPLED UNIVERSITY CONTEXT | 第14-17页 |
| ·The importance attached to the CE teaching | 第14-15页 |
| ·The CE teachers’ development | 第15-16页 |
| ·The altering of the CE Teaching | 第16-17页 |
| ·SUMMARY | 第17-18页 |
| CHAPTER THREE LITERATURE REVIEW | 第18-34页 |
| ·DEFINING WASHBACK | 第18-19页 |
| ·THEORETICAL FRAMEWORKS FOR WASHBACK STUDIES | 第19-26页 |
| ·Washback hypotheses | 第20-21页 |
| ·Modals of washback | 第21-26页 |
| ·Overt-covert backwash | 第26页 |
| ·EMPIRICAL WASHBACK STUDIES | 第26-28页 |
| ·Synchronic washback studies | 第26-27页 |
| ·Diachronic washback studies | 第27-28页 |
| ·WASHBACK AND THE CLASSROOM | 第28-29页 |
| ·CLASSROOM RESEARCH IN LANGUAGE TEACHING AND LEARNING | 第29-32页 |
| ·SUMMARY | 第32-34页 |
| CHAPTER FOUR RESEARCH METHODOLOGY | 第34-42页 |
| ·CLASSROOM OBSERVATION | 第34-40页 |
| ·Teacher and student participants involved | 第36-39页 |
| ·Validation of the observation coding scheme | 第39页 |
| ·Considerations for reliability | 第39页 |
| ·Data collection stages | 第39-40页 |
| ·Data analysis | 第40页 |
| ·INTERVIEW | 第40-41页 |
| ·QUESTIONNAIRE | 第41页 |
| ·SUMMARY | 第41-42页 |
| CHAPTER FIVE DIACHRONIC STUDY: PART I—COMPARISON OF CE CLASSROOM TEACHING AND LEARNING BEFORE AND AFTER THE CET INNOVATION | 第42-56页 |
| ·TEACHING CONTENT | 第43-49页 |
| ·Material used | 第43-44页 |
| ·Textbook Units Covered | 第44-46页 |
| ·Knowledge emphasized | 第46-47页 |
| ·Skills emphasized | 第47-49页 |
| ·TEACHING METHOD | 第49-53页 |
| ·Classroom activities organized | 第49-50页 |
| ·Time allotment between “Teaching” and “Learning” | 第50-51页 |
| ·Teachers’ and students’ use of English | 第51-52页 |
| ·Teachers’ use of teaching facilities | 第52-53页 |
| ·ATTITUDES TOWARDS TEACHING | 第53-54页 |
| ·SUMMARY | 第54-56页 |
| CHAPTER SIX DIACHRONIC STUDY: PART II—LONGITUDINAL CASE STUDIES OF THREE TEACHERS’ LESSONS | 第56-76页 |
| ·TEACHING PLANS | 第57-61页 |
| ·Semester teaching plans | 第57-59页 |
| ·Unit teaching plans | 第59-61页 |
| ·TEACHING CONTENT | 第61-63页 |
| ·Teaching materials used in class | 第61-62页 |
| ·Knowledge and skills emphasized in class | 第62-63页 |
| ·TEACHING METHODS | 第63-72页 |
| ·Teaching procedures | 第63-67页 |
| ·Teachers’ use of English | 第67-68页 |
| ·Teachers’ ways of questioning | 第68-69页 |
| ·The interaction between the teacher and students | 第69-71页 |
| ·The time distribution of teaching and learning | 第71-72页 |
| ·TEACHING EFFECTIVENESS | 第72-73页 |
| ·Teaching atmosphere | 第72-73页 |
| ·Students’ output of English | 第73页 |
| ·TEACHING ATTITUDE | 第73-75页 |
| ·SUMMARY | 第75-76页 |
| CHAPTER SEVEN SYNCHRONIC STUDY OF NORMAL CE CLASS AND CET PREPARATION CLASS | 第76-102页 |
| ·THE GENERAL PICTURE OF SC CLASS | 第76-80页 |
| ·Teaching content of the SC class | 第76-78页 |
| ·Teaching method of the SC class | 第78-79页 |
| ·Teaching attitude in the SC class | 第79-80页 |
| ·SYNCHRONIC COMPARISON BETWEEN THE NORMAL CE CLASS AND THE CET CLASS | 第80-100页 |
| ·The comparison between Joan’s Normal Class and CET Class | 第83-87页 |
| ·The comparison between Yvonne’s Normal Class and CET Class | 第87-91页 |
| ·The comparison between Zoe’s Normal Class and CET Class | 第91-95页 |
| ·The comparison between Sue’s Normal Class and CET Class | 第95-100页 |
| ·SUMMARY | 第100-102页 |
| CHAPTER EIGHT DISCUSSIONS AND CONCLUSIONS | 第102-108页 |
| ·MAJOR FINDINGS OF THE PRESENT STUDY | 第102-103页 |
| ·THE DEVELOPMENT OF WASHBACK THEORY ON TEACHING AND LEARNING PROCESS | 第103-104页 |
| ·IMPLICATIONS OF THE STUDY | 第104-105页 |
| ·LIMITATIONS OF THE STUDY | 第105页 |
| ·RECOMMENDATIONS FOR FURTHER STUDIES | 第105-108页 |
| ACKNOWLEDGEMENTS | 第108-110页 |
| REFERENCES | 第110-116页 |
| APPENDIX Ⅰ EMPIRICAL WASHBACK STUDIES | 第116-120页 |
| APPENDIX Ⅱ CLASSROOM OBSERVATION | 第120-170页 |
| APPENDIX Ⅲ QUESTIONNAIRE | 第170-174页 |
| APPENDIX Ⅳ PUBLICATIONS | 第174页 |
