| Acknowledgements | 第5-6页 |
| Abstract in Chinese | 第6-8页 |
| Abstract in English | 第8-9页 |
| 1. Introduction | 第12-17页 |
| 1.1 Background of the research | 第12-14页 |
| 1.2 Objectives and significance of the research | 第14-15页 |
| 1.2.1 Objectives | 第14-15页 |
| 1.2.2 Significance | 第15页 |
| 1.3 Oranization of the thesis | 第15-17页 |
| 2. Literature Review | 第17-26页 |
| 2.1 Overview of studies on oral English instruction | 第17-21页 |
| 2.1.1 The grammar-translation method | 第17-18页 |
| 2.1.2 The direct method and audiolingualism | 第18-19页 |
| 2.1.3 Communicative competence and communicative language teaching | 第19-20页 |
| 2.1.4 Constructivism | 第20-21页 |
| 2.2 Portfolio assessment | 第21-24页 |
| 2.2.1 Definition of portfolio and portfolio assessment | 第21-22页 |
| 2.2.2 Categorizations of portfolio | 第22-23页 |
| 2.2.3 Functions of portfolio assessment | 第23-24页 |
| 2.3 Studies on portfolio assessment in oral English instruction | 第24-26页 |
| 2.3.1 The studies abroad | 第24页 |
| 2.3.2 The studies at home | 第24-26页 |
| 3. Theoretical Framework | 第26-32页 |
| 3.1 Formative assessment | 第26-30页 |
| 3.1.1 Definition of formative assessment | 第26-27页 |
| 3.1.2 Theoretical bases of formative assessment | 第27-29页 |
| 3.1.3 Relationship between formative assessment and summative assessment | 第29-30页 |
| 3.2 Portfolio as a tool of formative assessment | 第30-32页 |
| 4. Research Methodology | 第32-43页 |
| 4.1 Objectives | 第32页 |
| 4.2 Participants | 第32-33页 |
| 4.3 Instruments | 第33-35页 |
| 4.3.1 Questionnaires | 第33-34页 |
| 4.3.2 English oral tests | 第34-35页 |
| 4.4 Experiment | 第35-38页 |
| 4.4.1 Experiment environment | 第35-36页 |
| 4.4.2 Experimental approach in EC---how is portfolio actually used? | 第36-38页 |
| 4.4.3 Traditional approach in CC | 第38页 |
| 4.5 Data collection and analysis procedure | 第38-43页 |
| 4.5.1 Questionnaires | 第39-40页 |
| 4.5.2 English oral tests | 第40-43页 |
| 5. Results and Discussion | 第43-80页 |
| 5.1 Influence of the new approach on students' oral English proficiency | 第43-56页 |
| 5.1.1 Results of the oral English tests | 第43-51页 |
| 5.1.2 Analysis of the students' audio materials | 第51-54页 |
| 5.1.3 Discussion of the influence of the new approach on students' oral English proficiency | 第54-56页 |
| 5.2 Students' artitude toward the new approach | 第56-65页 |
| 5.2.1 Students' overall attitude | 第56-59页 |
| 5.2.2 Students' attitude toward teacher's assessment | 第59-61页 |
| 5.2.3 Students' attirude toward self-assessment | 第61-63页 |
| 5.2.4 Students' attitude toward peer-assessment | 第63-65页 |
| 5.3 Effects on students' learning strategy | 第65-80页 |
| 5.3.1 Increase in learning interest | 第65-67页 |
| 5.3.2 Building up of learning motivation | 第67-70页 |
| 5.3.3 Boost in confidence | 第70-74页 |
| 5.3.4 Improvement of metacognitive ability | 第74-80页 |
| 6. Conclusion | 第80-84页 |
| 6.1 Major findings | 第80-81页 |
| 6.2 The feasibility of the experimental approach in non-English maj ors' EFL oral teaching | 第81页 |
| 6.3 Limitations and suggestions for further research | 第81-84页 |
| Bibliograhpy | 第84-89页 |
| Appendix Ⅰ | 第89-90页 |
| Appendix Ⅱ | 第90-91页 |
| Appendix Ⅲ | 第91-93页 |
| Appendix Ⅳ | 第93页 |
