| 摘要 | 第4-6页 |
| Abstract | 第6-7页 |
| Chapter One Introduction | 第10-14页 |
| 1.1 Research background | 第10页 |
| 1.2 Research purpose | 第10-11页 |
| 1.3 Significance of the study | 第11页 |
| 1.4 Paper structure | 第11-14页 |
| Chapter Two Literature Review | 第14-20页 |
| 2.1 Studies of the Second Classroom abroad | 第14-16页 |
| 2.2 Studies of the Second Classroom in China | 第16-20页 |
| Chapter Three Related theory analysis | 第20-32页 |
| 3.1 Whole Language Approach (WLA) | 第20-24页 |
| 3.2 Psychological Basis of WLA —Theory of Constructivism | 第24-32页 |
| Chapter Four Research Methodology | 第32-55页 |
| 4.1 Research questions | 第32页 |
| 4.2 Subjects (Teachers and Students) | 第32-33页 |
| 4.3 Research Instruments | 第33-37页 |
| 4.4 Data collection and analysis | 第37-38页 |
| 4.5 Description and analysis of the survey results | 第38-55页 |
| Chapter Five Findings and discussions | 第55-59页 |
| 5.1 Reasonable adjustments to the proportion of various activities | 第55页 |
| 5.2 Making the teachers’ role diversified in the Second Classroom | 第55-56页 |
| 5.3 Increasing schools’ emphasis on the Second English Classroom | 第56-57页 |
| 5.4 Improving the construction of organization and management mechanisms ofthe Second English Classroom | 第57页 |
| 5.5 Dealing well with relations between the First Classroom and the SecondClassroom | 第57-59页 |
| Chapter Six Conclusions | 第59-62页 |
| 6.1 Implication | 第59-60页 |
| 6.2 limitation | 第60页 |
| 6.3 Suggestions for future research | 第60-62页 |
| Bibliography | 第62-66页 |
| Appendixes | 第66-72页 |
| Appendix A | 第66-71页 |
| Appendix B | 第71-72页 |
| Acknowledgements | 第72-73页 |
| 攻读硕士学位期间获奖的作品和发表的论文 | 第73页 |
