| Acknowledgements | 第1-4页 |
| Abstract in Chinese | 第4-6页 |
| Abstract in English | 第6-8页 |
| Contents | 第8-11页 |
| Chapter One Introduction | 第11-20页 |
| ·Background information | 第11-15页 |
| ·Understanding EFL learning environment | 第15-18页 |
| ·Definition | 第15-17页 |
| ·Importance of language learning environment | 第17页 |
| ·EFL learning environment in China | 第17-18页 |
| ·Statement of problems | 第18-19页 |
| ·Purpose and significance | 第19页 |
| ·Limitations | 第19-20页 |
| Chapter Two Literature review | 第20-35页 |
| ·Introduction | 第20-21页 |
| ·Studies done abroad | 第21-27页 |
| ·Studies done at home | 第27-28页 |
| ·Implementations | 第28-34页 |
| ·Characteristics of a supportive, well-organized and appropriate leaning environment | 第29-31页 |
| ·Principles for creating a constructivist learning environment | 第31-33页 |
| ·Ingenerate demands of "learner-centered" learning theory | 第33-34页 |
| ·Summary | 第34-35页 |
| Chapter Three A Study of the EFL learning environment in China | 第35-53页 |
| ·Introduction | 第35-36页 |
| ·Design of the research | 第36-41页 |
| ·Objectives of the research | 第36-38页 |
| ·Methodology | 第38页 |
| ·Design of the questionnaire | 第38-40页 |
| ·Sampling. | 第40-41页 |
| ·Limitations | 第41页 |
| ·Data analysis and major findings | 第41-53页 |
| ·Physical dimension of the EFL learning environment | 第43-45页 |
| ·Cognitive dimension of EFL learning environment | 第45-47页 |
| ·Psychological dimension of EFL learning environment | 第47-50页 |
| ·Social dimension of EFL learning environment | 第50-52页 |
| ·Responses to the expert interview | 第52-53页 |
| ·Summary | 第53页 |
| Chapter Four Construction of a multi-dimensional "learner-centered" EFL learning environment | 第53-88页 |
| ·Introduction | 第53-54页 |
| ·Optimizing the physical EFL learning environment | 第54-60页 |
| ·Creating an optimal classroom structure | 第54-55页 |
| ·Selecting appropriate and authentic leaning materials | 第55-57页 |
| ·Making a sufficient application of technological support | 第57-60页 |
| ·Creating a cognitively stimulating EFL learning environment | 第60-73页 |
| ·Fostering a dynamic interaction | 第62-65页 |
| ·Adapting a task-oriented approach | 第65-67页 |
| ·Fostering creativity and innovation | 第67-71页 |
| ·Fostering a learning autonomy | 第71-73页 |
| ·Building a psychologically pleasant EFL learning environment | 第73-82页 |
| ·Creating a positive classroom atmosphere | 第75-77页 |
| ·Fostering and keeping learners' motivation | 第77-80页 |
| ·Creating a cooperative and democratic learning climate | 第80-82页 |
| ·Constructing a socially supportive EFL learning environment | 第82-88页 |
| ·Conducting reflective, effective and democratic management | 第84-85页 |
| ·Fostering a positive and coherent campus culture | 第85-88页 |
| ·Summary | 第88页 |
| Chapter Five Conclusion | 第88-92页 |
| Bibliography | 第92-103页 |
| Appendix 1 MELEQ questionnaire for students | 第103-112页 |
| Appendix 2 MELEQ questionnaire for teachers | 第112-122页 |
| Appendix 3 Topics for expert interview | 第122-123页 |
| Appendix 4 Responses to items of MELEQ in physical dimension (from students) | 第123-124页 |
| Appendix 5 Responses to items of MELEQ in cognitive dimension (from students) | 第124-125页 |
| Appendix 6 Responses to items of MELEQ in psychological dimension (from students) | 第125-126页 |
| Appendix 7 Responses to items of MELEQ in social dimension (from students) | 第126-127页 |
| Appendix 8 Responses to items of MELEQ in physical dimension (from teachers) | 第127-128页 |
| Appendix 9 Responses to items of MELEQ in cognitive dimension (from teachers) | 第128-129页 |
| Appendix 10 Responses to items of MELEQ in psychological dimension (from teachers) | 第129-130页 |
| Appendix 11 Responses to items of MELEQ in social dimension (from teachers) | 第130-131页 |
| 在校期间的研究成果及发表的学术论文 | 第131页 |
