| 中文摘要 | 第1-6页 |
| Abstract | 第6-10页 |
| Contents | 第10-16页 |
| Abbreviations | 第16-17页 |
| Introduction | 第17-25页 |
| ·Research of the Thesis | 第17-19页 |
| ·Viewpoints of the Thesis | 第19页 |
| ·Significances of the Research | 第19-22页 |
| ·Organization of the Thesis | 第22-25页 |
| Chapter One Comments on Current Research Results | 第25-37页 |
| ·Definitions and Classifications of the English Environment | 第25-27页 |
| ·Definitions of the English Environment | 第25-26页 |
| ·Major Classifications of the English Environment | 第26-27页 |
| ·Related Studies on the Environment for SLA/FLA in Western Countries | 第27-33页 |
| ·Krashen's Five Hypothesis for SLA | 第27-29页 |
| ·Rod Ellis's Statements on Classroom SLA | 第29-30页 |
| ·Williams and Burden's Statements on Environment Factors | 第30-32页 |
| ·Freeman and Lang's Statements on Natural Linguistic Environment for SLA | 第32页 |
| ·Klein's Statements on Two Classifications of SLA | 第32-33页 |
| ·Related Studies on the English Environment in China | 第33-34页 |
| ·Zhang Zhengdong's Tridimensional Foreign Language Teaching Methodology | 第33页 |
| ·Zhang Guoyang's Studies on the English Classroom Environment | 第33-34页 |
| ·Comments on Current Research Results | 第34-37页 |
| Chapter Two Investigation and Analysis of the Present Situation | 第37-53页 |
| ·Objectives | 第37-38页 |
| ·Subjects | 第38页 |
| ·Instruments and Data Collection | 第38-39页 |
| ·Recording and Observing | 第38-39页 |
| ·Questionnaires to Students and Teachers about the Present Situation of Environment for English Acquisition | 第39页 |
| ·Investigation and Results | 第39-46页 |
| ·Factors of the Social Linguistic Environment | 第40-42页 |
| ·Student Factors | 第42-44页 |
| ·Teacher Factors | 第44-46页 |
| ·Discussion and Consideration | 第46-50页 |
| ·Summary | 第50-53页 |
| Chapter Three Theoretical Framework | 第53-63页 |
| ·SLA Theories | 第53-57页 |
| ·Comprehensible Input Hypothesis | 第53-54页 |
| ·Comprehensible Output Hypothesis | 第54-55页 |
| ·Interactional Hypothesis | 第55-56页 |
| ·Affective Filter Hypothesis | 第56-57页 |
| ·Psychological Theories | 第57-58页 |
| ·Constructivist Learning Theory | 第57-58页 |
| ·Humanistic Approaches | 第58页 |
| ·Cognitive Theories | 第58-59页 |
| ·Autonomous Learning Theories | 第59-60页 |
| ·Summary | 第60-63页 |
| Chapter Four The Omni-bearing and Stereoscopic Teaching Model | 第63-87页 |
| ·Definition of the Model | 第63-64页 |
| ·Three Factors of the Model | 第64-72页 |
| ·Factors of Social Linguistic Environment | 第65-68页 |
| ·Social Linguistic Environment | 第65-66页 |
| ·Classroom Linguistic Environment | 第66-67页 |
| ·Fictitious Linguistic Environment | 第67-68页 |
| ·Student Factors | 第68-70页 |
| ·Communicative Competence | 第68-69页 |
| ·Learning Strategies | 第69页 |
| ·Affective Factors | 第69-70页 |
| ·Teacher Factors | 第70-72页 |
| ·Teacher Talk | 第70页 |
| ·Teaching Methods | 第70-71页 |
| ·Learning Assessments | 第71-72页 |
| ·Three Stages of the Model | 第72-78页 |
| ·Creation of the Environment for English Acquisition before Class | 第73页 |
| ·Creation of the Environment for English Acquisition in Class | 第73-76页 |
| ·Speaking English in Class | 第73-74页 |
| ·Teaching Objects | 第74页 |
| ·Audio-Visual Media | 第74-75页 |
| ·Tasks in the Language Classroom | 第75-76页 |
| ·Creation of the Environment for English Acquisition after Class | 第76-78页 |
| ·Aspects Considered in Creating the Environment for English Acquisition after Class | 第76页 |
| ·Ways in Creating the Environment for English Acquisition after Class | 第76-78页 |
| ·Eight Steps of the Model | 第78-81页 |
| ·Paving | 第78-79页 |
| ·Stimulation | 第79页 |
| ·Demonstration | 第79页 |
| ·Engagement | 第79-80页 |
| ·Conclusion | 第80页 |
| ·Assessment | 第80-81页 |
| ·Application | 第81页 |
| ·Extension | 第81页 |
| ·Goals of the Model | 第81-82页 |
| ·Four Fundamental Principles of the Model | 第82-84页 |
| ·Principle of Students-centered and Teacher-led Teaching Style | 第82-83页 |
| ·Principle of Utilizing the Task-based Teaching Methods | 第83页 |
| ·Principle of Fostering the Students' Communicative Competence | 第83页 |
| ·Principle of Implementation of Language Skills | 第83-84页 |
| ·Three Learning Strategies of the Model | 第84-87页 |
| ·Cooperative Learning Strategies | 第84-85页 |
| ·Role-playing Learning Strategies | 第85页 |
| ·Self-evaluating Learning Strategies | 第85-87页 |
| Chapter Five A Sample of the Omni-bearing and Stereoscopic Teaching Model | 第87-101页 |
| ·Analysis of the Teaching Material | 第87-89页 |
| ·Status and Function | 第87-88页 |
| ·Teaching Aims and Demands | 第88-89页 |
| ·Learning Strategies | 第89页 |
| ·Teaching Key Points and Difficulties | 第89页 |
| ·Teaching Aids | 第89页 |
| ·Teaching Methods | 第89-92页 |
| ·Communicative Approach | 第90页 |
| ·Task-based Teaching Methods | 第90-92页 |
| ·Studying Ways of Students | 第92页 |
| ·Analysis on Students | 第92页 |
| ·Teaching Procedures | 第92-95页 |
| ·Comparison of the Levels of Students' Spoken English before Class,in Class and after Class | 第95-101页 |
| ·Transcription before Class | 第95-97页 |
| ·Transcription in Class | 第97-98页 |
| ·Transcription after Class | 第98-99页 |
| ·Comparison of the Levels of Students' Spoken English at Three Stages | 第99-101页 |
| Conclusion | 第101-105页 |
| Summary of the Thesis | 第101-102页 |
| Novelty of the Thesis | 第102页 |
| Limitations of the Thesis | 第102-103页 |
| Suggestions for the Further Research | 第103-105页 |
| Bibliography | 第105-109页 |
| Appendix Ⅰ | 第109-111页 |
| Appendix Ⅱ | 第111-113页 |
| Appendix Ⅲ | 第113-115页 |
| Acknowledgements | 第115-117页 |
| 原创性声明 | 第117-119页 |
| 湖南师范大学学位论文版权使用授权书 | 第119页 |
