| 摘要 | 第1-5页 |
| Abstract | 第5-9页 |
| Introduction | 第9-13页 |
| Chapter One A General Review of the Communicative Approach | 第13-23页 |
| ·Historical View of the Communicative Approach | 第13-14页 |
| ·Notion of the Communicative Approach | 第14页 |
| ·Strong Version and Weak Version of the Communicative Approach | 第14-15页 |
| ·Competence and Performance | 第15-18页 |
| ·Chomsky's Dichotomy: Competence and Performance | 第15-16页 |
| ·Hymes' Notion of Communicative Competence | 第16-17页 |
| ·Canale and Swain's Four Aspects of Communicative Competence | 第17-18页 |
| ·Comparison between the Communicative Approach and the Grammar-Translation Method | 第18-21页 |
| ·Grammar-Translation Method | 第18-20页 |
| ·A Brief Comparison between the Communicative Approach and the Grammar-Translation Method | 第20-21页 |
| ·Advantages of the Communicative Approach | 第21页 |
| ·Disadvantages of the Communicative Approach | 第21-23页 |
| Chapter Two A Brief Description of the Discourse-Based Teaching | 第23-27页 |
| ·Discourse Analysis | 第23-25页 |
| ·The Concept of Discourse | 第23页 |
| ·The Concept of Discourse Analysis | 第23-24页 |
| ·Cohesion and Coherence | 第24-25页 |
| ·Pedagogical Implications | 第25页 |
| ·Discourse-based Teaching | 第25-27页 |
| ·Characteristics of the Discourse-based Teaching | 第25-26页 |
| ·Pedagogical Implications | 第26-27页 |
| Chapter Three The Survey | 第27-49页 |
| ·Design of the Survey | 第27-29页 |
| ·Subjects | 第27页 |
| ·Objective | 第27页 |
| ·Instruments | 第27-28页 |
| ·Data-Collection | 第28-29页 |
| ·Results and Discussions | 第29-42页 |
| ·Communicative Approach: Perfect in Theory but Difficult to Apply | 第29-35页 |
| ·Grammar-Translation Method: Unfashionable but Unavoidable | 第35-40页 |
| ·Discourse-based Teaching: Significant but Neglected | 第40-42页 |
| ·Pedagogical Implications | 第42-46页 |
| ·Essentiality of Adopting the Top-Down Process | 第42-43页 |
| ·Necessity of Utilizing Communicative Activities | 第43-46页 |
| ·Summary | 第46-49页 |
| Chapter Four Application of the Discourse-based Communicative Approach | 第49-61页 |
| ·The Significance | 第49-51页 |
| ·Strategies for the Application of the Discourse-Based Communicative Approach | 第51-57页 |
| ·Creating a Learner-centered Environment | 第51-53页 |
| ·Changing the Teacher's Role | 第53-54页 |
| ·Designing the Contextualized Reading Activities | 第54页 |
| ·Incorporating Cultural Knowledge | 第54-56页 |
| ·Developing Appropriate Attitudes towards Errors | 第56-57页 |
| ·A Three-Phase Framework for Teaching Intensive Reading | 第57-61页 |
| ·Pre-reading Stage | 第57-58页 |
| ·While-reading Stage | 第58-59页 |
| ·Post-reading Stage | 第59-61页 |
| Chapter Five A Demonstration Lesson | 第61-65页 |
| ·The Lesson Plan | 第61-63页 |
| ·Teacher's Notes | 第63-64页 |
| ·Rationale | 第64-65页 |
| Conclusion | 第65-67页 |
| Bibliography | 第67-69页 |
| Appendixes | 第69-81页 |
| Acknowledgements | 第81-82页 |
| 攻读硕士学位期间发表的学术论文目录 | 第82-83页 |
