| Acknowledgements | 第1-4页 |
| Abstract | 第4-9页 |
| 1. Introduction | 第9-10页 |
| 2. Definition and historical overview of intralingual and crosslingual teaching Strategies | 第10-12页 |
| ·What are intralingual and crosslingual teaching strategies? | 第10-11页 |
| ·Historical overview | 第11-12页 |
| 3. Evidence for intralingual teaching strategy and its place in EFL | 第12-16页 |
| ·Theoretical evidence | 第12-13页 |
| ·Empirical evidence | 第13-14页 |
| ·Intralingual teaching strategy in EFL | 第14-16页 |
| 4. Crosslingual teaching strategy | 第16-27页 |
| ·Methodologies that include L1 in L2 learning | 第16-20页 |
| ·Alternating language approaches | 第16-17页 |
| ·New Concurrent Method | 第17-18页 |
| ·Dodson's Bilingual Method | 第18-19页 |
| ·Community Language Learning | 第19-20页 |
| ·Translation in crosslingual teaching strategy | 第20-27页 |
| ·Arguments against L1 translation | 第21页 |
| ·Arguments in support of translation | 第21-27页 |
| (1) Mental translation in target language reading | 第22-24页 |
| (2) Mental translation in target language writing | 第24-27页 |
| 5. Attitudes toward L1 in EFL learning | 第27-33页 |
| ·Examples of teacher attitudes | 第27-28页 |
| ·Student attitudes | 第28-33页 |
| ·Method | 第28-29页 |
| ·Research results and analysis | 第29-32页 |
| ·Conclusion of the survey | 第32-33页 |
| 6. Justifications for L1 in crosslingual teaching strategy | 第33-45页 |
| ·Theory of the transfer of L1 ability | 第33-37页 |
| ·L1 transfer and translation in classroom activities | 第34-36页 |
| ·L1/L2 academic language proficiency and transfer | 第36-37页 |
| ·Contrastive Analysis Theory and L1 translation in crosslingual teaching strategy | 第37-38页 |
| ·Theories of UG accessibility in Adult EFL | 第38-40页 |
| ·Krashen's input hypothesis and L1 translation in crosslingual teaching strategy | 第40-42页 |
| ·Krashen's affective filter hypothesis and L1 in crosslingual teaching strategy | 第42-43页 |
| ·Psycho-linguistic value of L1 translation in crosslingual teaching strategy | 第43-45页 |
| 7. Use of L1 in crosslingual teaching strategy | 第45-56页 |
| ·Teacher use of L1 in classroom | 第45-49页 |
| ·Teacher using L1 for conveying meaning | 第45-47页 |
| (1) Teacher using L1 for explaining words or sentences | 第45-46页 |
| (2) Teacher using L1 as a meta-language for explaining grammar | 第46页 |
| (3) L2 text translated into L1 by teacher in class | 第46-47页 |
| (4) Interpretive treatment of texts by teacher in class | 第47页 |
| ·Teacher using L1 for organizing the class | 第47-48页 |
| (1) Teacher use of L1 for organizing tasks | 第47-48页 |
| (2) Teacher maintenance of discipline through L1 | 第48页 |
| (3) Teacher contact with individual students through L1 | 第48页 |
| ·Teacher use of L1 for testing | 第48-49页 |
| ·Student use of L1 in classroom | 第49-52页 |
| ·Student use of L1 as part of the main learning activity | 第49-50页 |
| ·Student use of L1 incidentally in classroom activities | 第50-51页 |
| ·Other possibilities for student use of L1 in learning | 第51-52页 |
| ·Using comparative and contrastive techniques to develop classroom activities | 第52-53页 |
| ·Avoiding L1 in crosslingual teaching strategy | 第53-54页 |
| ·Appropriate L1 use in crosslingual teaching strategy | 第54-56页 |
| 8.Conclusion | 第56-58页 |
| Bibliography | 第58-65页 |
| Appendix I | 第65-69页 |
| Appendix II | 第69-71页 |
