| Abstract in English | 第1-9页 |
| Abstract in Chinese | 第9-10页 |
| Introduction | 第10-11页 |
| Ⅰ． A Survey of the Current Situation of English Language Teaching （ELT） in China's Minority Colleges and Universities | 第11-22页 |
| 1．1 English Language Teaching Dominated by the Traditional Teaching Methods | 第11-13页 |
| 1．2 Teaching Materials | 第13-14页 |
| 1．3 The Existing Curricula | 第14-15页 |
| 1．4 The Other Factors | 第15-18页 |
| 1．4．1 Historic, Regional, and Economic Factors | 第15页 |
| 1．4．2 Phonetic Factors | 第15-16页 |
| 1．4．3 Motivation | 第16-17页 |
| 1．4．4 Cross-cultural Factors | 第17-18页 |
| 1．5 The New Social Demand for Minority Foreign Language Personnel | 第18-22页 |
| Ⅱ． Theoretical Basis of the Integrated Approach | 第22-33页 |
| 2．1 A Brief Account of Some Foreign Language Teaching Methods | 第22-26页 |
| 2．1．1 No Single Method Shouldering the Heavy Task of Improving Linguistic Competence and Communicative Competence | 第22页 |
| 2．1．2 The Strong Points of These Teaching Methods | 第22-26页 |
| 2．2 The Integrated Approach | 第26-29页 |
| 2．2．1 Formation of the Integrated Approach | 第26-27页 |
| 2．2．2 Features of the Integrated Approach | 第27-28页 |
| 2．2．3 The Framework of the Integrated Approach | 第28-29页 |
| 2．3 The Principles of the Integrated Approach | 第29-33页 |
| 2．3．1 Laying a Solid Foundation of Linguistic Competence | 第29-30页 |
| 2．3．2 Reforming English Teaching Materials | 第30-31页 |
| 2．3．3 Paying Equal Attention to Accuracy and Fluency | 第31页 |
| 2．3．4 Creating an Active Teaching and Active Learning Atmosphere | 第31-32页 |
| 2．3．5 Designing a New Curriculum | 第32-33页 |
| Ⅲ． What to Teach & Learn to Improve the Minority EM Students' Communicative Competence | 第33-44页 |
| 3．1 Task Types | 第33-35页 |
| 3．1．1 Obtaining Meaning from or Express Meaning Through Spoken or Written Discourse | 第33-34页 |
| 3．1．2 Transferring Information Through Spoken or Written Discourse | 第34-35页 |
| 3．1．3 Searching for Information | 第35页 |
| 3．2 Roles & Situations | 第35-37页 |
| 3．2．1 Situations Involving Asymmetrical Roles, with the Student Receiving from the Other Party | 第35-36页 |
| 3．2．2 Situations Involving Asymmetrical Roles with the Student Producing for the Other Party | 第36页 |
| 3．2．3 Situations Involving Asymmetrical Roles, with the Student Both Receiving from and Producing for the Other Party | 第36页 |
| 3．2．4 Situations Involving Symmetrical Roles, with the Student Both Receiving from and Producing for the Other Party | 第36页 |
| 3．2．5 Situations Involving Three Roles, with the Student Both Receiving from and Producing for the Other Parties | 第36-37页 |
| 3．3 Text Types | 第37-39页 |
| 3．3．1 Text Types for Listening | 第37页 |
| 3．3．2 Text Types for Speaking | 第37-38页 |
| 3．3．3 Text Types for Listening and Speaking | 第38页 |
| 3．3．4 Text Types for Reading | 第38页 |
| 3．3．5 Text Types for Writing | 第38-39页 |
| 3．3．6 Text Types for Writing Subsequent to Listening/Reading | 第39页 |
| 3．3．7 Text Types for Writing in Preparation for Speaking/Writing | 第39页 |
| 3．4 Topic Areas | 第39页 |
| 3．4．1 Day-to Day Life | 第39页 |
| 3．4．2 People, Social Life and Culture | 第39页 |
| 3．4．3 Arts and Humanities | 第39页 |
| 3．4．4 Economy and Trade | 第39页 |
| 3．4．5 Nations and World | 第39页 |
| 3．4．6 Social Sciences and Technology | 第39页 |
| 3．5 Text Specifications | 第39-40页 |
| 3．5．1 Text Complexity | 第39-40页 |
| 3．5．2 Text Length | 第40页 |
| 3．5．3 Speed | 第40页 |
| 3．6 Underlying Abilities | 第40-42页 |
| 3．6．1 Linguistic Abilities | 第41页 |
| 3．6．2 Pragmatic Abilities | 第41页 |
| 3．6．3 Cognitive Abilities | 第41页 |
| 3．6．4 Affective Abilities | 第41页 |
| 3．6．5 Rational Thinking | 第41-42页 |
| 3．7 Enabling Skills | 第42-44页 |
| 3．7．1 Being Able to Deduce Meaning of Unfamiliar Lexical Items and Grammatical Structure | 第42页 |
| 3．7．2 Being Able to Express Ideas Beyond Their Linguistic Repertoire | 第42页 |
| 3．7．3 Being Able to Interpret Text by Going Outside It | 第42页 |
| 3．7．4 Being Able to Look Ahead and Check Back While Following the Discourse | 第42-43页 |
| 3．7．5 Being Able to Structure or to Recognize the Structure of Discourse, by Employing or Recognizing | 第43页 |
| 3．7．6 Being Able to Make a Distinction in the Signification of Different Ideas in the Discourse | 第43页 |
| 3．7．7 Being Sensitive to Significant Paralinguistic and Metalinguistic Features in Speech Events | 第43-44页 |
| Ⅳ． How to Teach & Learn to Improve the Minority EM Students' Communicative Competence | 第44-70页 |
| 4．1 Having Students Lay a Solid Foundation | 第44-49页 |
| 4．1．1 Organizing the Class in English | 第45-46页 |
| 4．1．2 Training Students to Ask Questions | 第46页 |
| 4．1．3 Having Students Master the Cohesion and Coherence Proprieties of Language | 第46-48页 |
| 4．1．4 Being a Conductor in English Teaching | 第48页 |
| 4．1．5 Practicing Language Items Repeatedly | 第48-49页 |
| 4．2 Active Teaching and Active Learning | 第49-50页 |
| 4．3 Keeping a Balance Between Accuracy and Fluency | 第50-51页 |
| 4．4 Adapting Existing Textbook Materials to New Teaching Techniques and Tasks | 第51-52页 |
| 4．5 Communicative Scenarios | 第52-57页 |
| 4．5．1 Speaking Tasks | 第53-56页 |
| 4．5．2 Reading Tasks | 第56页 |
| 4．5．3 Writing Tasks | 第56-57页 |
| 4．6 Utilizing the Net's Resources and Services | 第57-60页 |
| 4．6．1 E--mail | 第58-59页 |
| 4．6．2 The World Wide Web（www） | 第59-60页 |
| 4．7 Interview | 第60-61页 |
| 4．8 Offering Authentic Materials | 第61-66页 |
| 4．9 A Suggested Curriculum for Minority EM students | 第66-70页 |
| 4．9．1 Reforming the Existing Curriculum | 第66-67页 |
| 4．9．2 A Suggested Curriculum for Minority EM Students | 第67-70页 |
| Ⅴ． Conclusion | 第70-72页 |
| Bibliography | 第72-74页 |
