| Abstract | 第3-4页 |
| 摘要 | 第5-9页 |
| Chapter One Introduction | 第9-12页 |
| 1.1 Research Background | 第9-10页 |
| 1.2 Purposes and significance of the present study | 第10-11页 |
| 1.3 Organization of the Thesis | 第11-12页 |
| Chapter Two Literature Review | 第12-26页 |
| 2.1 Definition of CLT | 第12-13页 |
| 2.2 Characteristics of CLT | 第13页 |
| 2.3 Principles of CLT | 第13-16页 |
| 2.3.1 Use of authentic materials in CLT | 第14页 |
| 2.3.2 Teacher’s and student’s role in CLT | 第14页 |
| 2.3.3 Importance of grammar in CLT | 第14-15页 |
| 2.3.4 Errors in CLT | 第15页 |
| 2.3.5 Activities in CLT | 第15-16页 |
| 2.4 CLT in Chinese context | 第16-17页 |
| 2.5 Empirical study on teachers’ and students’ perceptions of CLT | 第17-22页 |
| 2.5.1 Research on teachers’ perceptions of CLT | 第17-20页 |
| 2.5.2 Research on Learner’s perceptions of CLT | 第20-22页 |
| 2.6 Factors influencing implementation of CLT in EFL contexts | 第22-25页 |
| 2.7 Research questions of this study | 第25-26页 |
| Chapter Three Methodology | 第26-30页 |
| 3.1 Participants | 第26-27页 |
| 3.1.1 Survey participants | 第26页 |
| 3.1.2 Interview participants | 第26-27页 |
| 3.2 Instruments | 第27-28页 |
| 3.2.1 Questionnaire | 第27-28页 |
| 3.2.2 Interview | 第28页 |
| 3.3 Data Collection and Analysis | 第28-30页 |
| Chapter Four Result and Discussion | 第30-43页 |
| 4.1 Research question 1: What are the junior middle school students’ attitudes towards CLT? | 第30-37页 |
| 4.1.1 Students’ attitude towards communicative activities | 第30-35页 |
| 4.1.2 Students’ perception of teachers’ role and teaching process in the classrooms | 第35-37页 |
| 4.2 Research question 2: What are students’ difficulties in an EFL class conducted by ateacher using CLT? | 第37-43页 |
| 4.2.1. Big class sizes | 第37-38页 |
| 4.2.2. Traditional learning habits and styles | 第38-39页 |
| 4.2.3 Grammar-based examination system | 第39-40页 |
| 4.2.4 Lack of opportunities to communicate in English outside the classroom | 第40-41页 |
| 4.2.5 Introversive personality and shyness to express ideas | 第41页 |
| 4.2.6 Lack of authentic and interesting language materials | 第41-43页 |
| Chapter Five Conclusion and Implications | 第43-48页 |
| 5.1 Summary of the major findings | 第43-44页 |
| 5.2 Implication for English teaching and learning in junior middle schools | 第44-46页 |
| 5.2.1 Reducing class size | 第44页 |
| 5.2.2 Modifying the current examination system | 第44-45页 |
| 5.2.3 Integrating communicative activities with non-communicative activities | 第45页 |
| 5.2.4 Re-orient students’ conceptions of language learning and teaching | 第45页 |
| 5.2.5 Creating communities of learning English outside of classroom as well as inclassroom | 第45-46页 |
| 5.2.6 Making full use of any authentic and interesting materials available | 第46页 |
| 5.3 Limitation of the study and suggestions for future study | 第46-48页 |
| Bibliography | 第48-54页 |
| Appendix | 第54-56页 |
| Acknowledgement | 第56-57页 |
| 在读期间公开发表论文（著）及科研情况 | 第57页 |
