| Abstract in English | 第1-11页 |
| 中文摘要 | 第11-14页 |
| Introduction | 第14-18页 |
| Background of the Study | 第14-16页 |
| The Aim and Structure of the Thesis | 第16-18页 |
| Chapter 1 Communicative Competence and Communicative Language Teaching | 第18-35页 |
| ·What is Communicative Competence? | 第18-21页 |
| ·The Development of CLT in the West | 第21-24页 |
| ·The Interpretations of Communicative Language Teaching | 第24-28页 |
| ·The Development of CLT at University Level in China | 第28-30页 |
| ·The Vision of the Issues Inhibiting CLT in China | 第30-35页 |
| ·Cultural resistance | 第31页 |
| ·Traditional teaching methodology | 第31-32页 |
| ·Large classes and EFL environment | 第32-33页 |
| ·Centrally-controlled education system | 第33页 |
| ·Insufficient investment and the lack of qualified English language teachers | 第33-35页 |
| Chapter 2 Motivation in Second and Foreign Language Teaching and Learning | 第35-49页 |
| ·What is L2 Motivation? | 第35-37页 |
| ·The Classification of Motivation | 第37-41页 |
| ·Gardner’s classification | 第37-38页 |
| ·Deci and Ryan’s classification | 第38-39页 |
| ·Do|¨rnyei’s classification | 第39页 |
| ·Wen Qiufang’s Classification | 第39-40页 |
| ·Gao Yihong’s Classification | 第40-41页 |
| ·The role of Motivation in Foreign Language Learning | 第41页 |
| ·The Dvelopment of L2 Motivation Research | 第41-45页 |
| ·The social psychological period (1959-1990) | 第42-43页 |
| ·The cognitive-situated period (during the 19905) | 第43-44页 |
| ·New approaches period (past decade) | 第44-45页 |
| ·Motivation Research in China | 第45-46页 |
| ·Motivational Strategies | 第46-49页 |
| Chapter 3 Research Method | 第49-57页 |
| ·Research Design | 第49-50页 |
| ·Participating Universities, Teachers and Students | 第50-51页 |
| ·Instruments | 第51-53页 |
| ·Procedures | 第53-55页 |
| ·Piloting | 第53-54页 |
| ·The study | 第54-55页 |
| ·Ethical Considerations | 第55页 |
| ·Data Analysis | 第55-57页 |
| ·Questionnaire data | 第55页 |
| ·Interview data | 第55-57页 |
| Chapter 4 Results and discussion | 第57-90页 |
| ·The Questionnaires | 第57-74页 |
| ·The teacher questionnaire (the importance items) | 第57-68页 |
| ·Create a pleasant and supportive atmosphere in the classroom | 第61-62页 |
| ·Familiarize learners with the English language culture and English language-related values | 第62-63页 |
| ·Increate your students’goal-orientedness and promote the students’awareness of the instrumental values of English language | 第63-64页 |
| ·Promote learner autonomy | 第64页 |
| ·Set a personal example with your own behavior | 第64-65页 |
| ·Use new technologies in your teaching | 第65页 |
| ·Make learning stimulating and enjoyable by increasing the attractiveness of the tasks | 第65-66页 |
| ·Promote cooperative language learning | 第66页 |
| ·Promote students’self-confidence | 第66-67页 |
| ·Make the curriculum and the teaching materials relevant, practical and interesting to the students | 第67页 |
| ·Promote effort attributions in your students | 第67-68页 |
| ·Increase students’expectancy of success and provide them with regular experience of success | 第68页 |
| ·The student questionnaire (the frequency items) | 第68-74页 |
| ·The Interview | 第74-89页 |
| ·The constraints of CLT at university level in China | 第74-77页 |
| ·Examination system | 第75页 |
| ·Teaching methodology | 第75-76页 |
| ·Large classes | 第76-77页 |
| ·Cultural influence | 第77页 |
| ·Possible motivational strategies under the constraints | 第77-89页 |
| ·Possible strategies to surmount the fear of making mistakes and being laughed at | 第78-82页 |
| ·Strategies to motivate students to practise communicative skills under the constraints of exam system | 第82-83页 |
| ·Strategies to help the student build self-confidence | 第83-87页 |
| ·Strategies to create more opportunities for communication | 第87-89页 |
| ·Summary | 第89-90页 |
| Chapter 5 Implications and Applications | 第90-98页 |
| ·Culturally and Contextually Dependent Motivational Strategies | 第90-91页 |
| ·Content-Based Instruction (CBI) | 第91-92页 |
| ·Promoting Learner Autonomy | 第92页 |
| ·Computer-Assisted Language Learning (CALL) | 第92-93页 |
| ·Learner-Centeredness and Cooperative Language Learning (CLL) | 第93-94页 |
| ·Motivation and Willingness to Communicate (WTC) | 第94-95页 |
| ·Task-Based Language Teaching (TBLT) | 第95页 |
| ·Applications during my Teaching Practice | 第95-98页 |
| Conclusions and Future Research | 第98-101页 |
| Bibliography | 第101-119页 |
| Acknowledgement | 第119-120页 |
| 攻读硕士期间发表的论文及参编著作 | 第120页 |
