| Acknowledgements | 第9-11页 |
| 中文摘要 | 第11-15页 |
| Abstract | 第15-18页 |
| PART I INTRODUCTION | 第24-45页 |
| Chapter 1 Introduction | 第25-45页 |
| 1.1 Purpose of the Study | 第25-26页 |
| 1.2 Needs for the Present Study | 第26-30页 |
| 1.2.1 Searching for an Effective Way to Improve English Learning in the Chinese College English Context | 第26-28页 |
| 1.2.2 Understanding the Language Learning Process and Learner Factors Affecting Language Achievements under CBI | 第28-29页 |
| 1.2.3 Providing Empirical Evidence Concerning CBI in EFL Settings | 第29-30页 |
| 1.3 Significance of the Study | 第30-32页 |
| 1.3.1 Theoretical Significance | 第30-31页 |
| 1.3.2 Methodological Significance | 第31页 |
| 1.3.3 Pedagogical Significance | 第31-32页 |
| 1.4 Basic Concepts and Constructs in This Study | 第32-43页 |
| 1.4.1 Conceptualization of Content-based Instruction (CBI) | 第32-36页 |
| 1.4.2 Conceptualization of the Chinese College English Context | 第36-38页 |
| 1.4.3 Conceptualization of Learner Factors | 第38-43页 |
| 1.5 Overview of the Dissertation | 第43-45页 |
| PART II BACKGROUND | 第45-83页 |
| Chapter 2 Theoretical Background for Content-based Instruction | 第46-64页 |
| 2.1 Introduction | 第46页 |
| 2.2 General Educational Theories | 第46-51页 |
| 2.3 Theoretical Assumptions about Language | 第51-52页 |
| 2.4 Theories of Language Learning | 第52-62页 |
| 2.4.1 The Input Hypothesis | 第52-53页 |
| 2.4.2 The Affective Filter Hypothesis | 第53-55页 |
| 2.4.3 The Interactive Hypothesis | 第55-56页 |
| 2.4.4 The Output Hypothesis | 第56-57页 |
| 2.4.5 Cognitive Academic Language Proficiency | 第57页 |
| 2.4.6 The Knowledge Framework in CBI | 第57-59页 |
| 2.4.7 The Task-based Approach in Content-based Instruction | 第59-60页 |
| 2.4.8 The Six-T’s Approach to Content-based Instruction | 第60-61页 |
| 2.4.9 Cognitive Learning Theory | 第61-62页 |
| 2.5 Summary | 第62-64页 |
| Chapter 3 Research on Content-based Instruction | 第64-83页 |
| 3.1 Introduction | 第64页 |
| 3.2 Evolution of Content-based Instruction | 第64-67页 |
| 3.3 Models of Content-based Instruction at University Level | 第67-71页 |
| 3.4 A Continuum between the Content-driven Program and the Language-driven Program | 第71-72页 |
| 3.5 The Nature and Characteristics of Content-based Instruction | 第72-75页 |
| 3.6 Empirical Studies on Content-based Instruction | 第75-82页 |
| 3.7 Summary | 第82-83页 |
| PART III RESEARCH DESIGN AND METHODOLOGY | 第83-104页 |
| Chapter 4 Research Design and Methodology:The Quantitative Study | 第84-97页 |
| 4.1 Introduction | 第84页 |
| 4.2 Research Questions | 第84-85页 |
| 4.3 Research Design | 第85-86页 |
| 4.4 Subjects | 第86-89页 |
| 4.5 Instruments | 第89-94页 |
| 4.6 Procedures for Data Collection and Data Analysis | 第94-96页 |
| 4.7 Summary | 第96-97页 |
| Chapter 5 Research Design and Methodology:The Qualitative Study | 第97-104页 |
| 5.1 Introduction | 第97页 |
| 5.2 Research Questions | 第97-98页 |
| 5.3 Research Design | 第98页 |
| 5.4 Subjects | 第98-99页 |
| 5.5 Instruments | 第99-102页 |
| 5.6 Procedures for Data Collection and Data Analysis | 第102-103页 |
| 5.7 Summary | 第103-104页 |
| PART IV RESULTS AND DISCUSSION | 第104-223页 |
| Chapter 6 Global Quantitative Comparisons: Learner Factors and English Proficiency Gains under CBI | 第105-167页 |
| 6.1 Introduction | 第105-106页 |
| 6.2 Learner Factors under CBI in the College English Context | 第106-140页 |
| 6.3 English Proficiency Gains under CBI in the College English Context | 第140-166页 |
| 6.4 Summary | 第166-167页 |
| Chapter 7 Qualitative Analysis of Learning Context and Learning Process under Content-based Instruction | 第167-213页 |
| 7.1 Introduction | 第167-168页 |
| 7.2 General Description of the Curriculum | 第168-176页 |
| 7.3 The Learning Contexts under the CBI Program and the Regular College English Program | 第176-203页 |
| 7.4 The Learning Process in the CBI Model and the Regular College English Instruction Model | 第203-212页 |
| 7.5 Summary | 第212-213页 |
| Chapter 8 Case Studies in Content-based Instruction | 第213-223页 |
| 8.1 Introduction | 第213页 |
| 8.2 Comprehensibility of Input in the CBI Model | 第213-215页 |
| 8.3 Affective Factors in the CBI Model | 第215-217页 |
| 8.4 Development of Language Proficiency | 第217-221页 |
| 8.5 Summary | 第221-223页 |
| PART V CONCLUSION | 第223-233页 |
| Chapter 9 Conclusions and Implications | 第224-233页 |
| 9.1 Introduction | 第224页 |
| 9.2 Major Findings | 第224-226页 |
| 9.3 Evaluation of the CBI Model in the College English Context | 第226-229页 |
| 9.4 Conclusions | 第229-230页 |
| 9.5 Implications | 第230-231页 |
| 9.6 Limitations of This Study and Suggestions for the Future Research | 第231-233页 |
| References | 第233-251页 |
| Appendix 1 English Proficiency Test Papers | 第251-268页 |
| Appendix 2 English Proficiency Self-assessment Questionnaire | 第268-269页 |
| Appendix 3 Questionnaire on English Learning Motivation | 第269-271页 |
| Appendix 4 The Foreign Language Classroom Anxiety Scale | 第271-273页 |
| Appendix 5 Questionnaire on Language Learning Strategies | 第273-275页 |
| Appendix 6 Observation Scheme in Classroom | 第275-276页 |
| Appendix 7 Questionnaire on Learning and Teaching Activities | 第276-277页 |
| Appendix 8 Diary Instructions | 第277-278页 |
| 攻读博士学位期间发表的论文及承担的科研项目 | 第278-279页 |
