| Acknowledgements | 第3-4页 |
| 摘要 | 第4-5页 |
| Abstract | 第5页 |
| List of tables and figures | 第9-11页 |
| 1 Introduction | 第11-14页 |
| 2 Defining experience and experiential learning | 第14-48页 |
| 2.1 DEFINING EXPERIENCE | 第15-21页 |
| 2.1.1 What is experience? | 第15-17页 |
| 2.1.2 Types of experiences | 第17-21页 |
| 2.2 DEFINING EXPERIENTIAL LEARNING | 第21-48页 |
| 2.2.1 What is experiential learning? | 第21-25页 |
| 2.2.2 Principles of experiential learning | 第25-26页 |
| 2.2.3 Characteristics of experiential learning | 第26-29页 |
| 2.2.4 Forms of experiential learning | 第29-33页 |
| 2.2.5 Kolb's model of experiential learning: its source, cycle and development | 第33-44页 |
| 2.2.5.1 The source of Kolb's model | 第33-37页 |
| 2.2.5.2 Kolb's learning cycle as the basic model of experiential learning | 第37-41页 |
| 2.2.5.3 The developments of Kolb's model | 第41-44页 |
| 2.2.6 A seven-stage experiential learning cycle for foreign language education | 第44-48页 |
| 3 Justifying experiential learning in foreign language education | 第48-77页 |
| 3.1 KEEPING UP WITH CURRENT TRENDS IN SOCIETY, EDUCATION, AND LANGUAGE TEACHING | 第48-57页 |
| 3.1.1 Learner education in learning society | 第48-50页 |
| 3.1.2 New horizons for learning in learning society | 第50-54页 |
| 3.1.3 Current trends in foreign language teaching | 第54-57页 |
| 3.2 REFLECTING THE NATURE OF KNOWLEDGE,LANGUAGE LEARNING AND WHOLE-PERSON DEVELOPMENT | 第57-68页 |
| 3.2.1 Experience as the basic source of knowledge | 第57-62页 |
| 3.2.2 Nature of language and language learning revisited | 第62-65页 |
| 3.2.2.1 Fundamental issues on language: the expressive function and the defining feature of arbitrariness | 第62-64页 |
| 3.2.2.2 Language learning as a type of skill training | 第64-65页 |
| 3.2.3 Exploring the nature of whole-person development | 第65-68页 |
| 3.3 EXPERIENTIAL LEARNING AS A NATURAL PROCESS OF LEARNING: THREE PARADIGMS IN LANGUAGE EDUCATION | 第68-77页 |
| 3.3.1 Three paradigms in language education and experiential teaching | 第68-74页 |
| 3.3.2 Experiential learning as a natural process of learning | 第74-77页 |
| 4 Advancing an experiential approach to foreign language education | 第77-95页 |
| 4.1 KOHONEN'S THEORETICAL FRAMEWORK FOR EXPERIENTIAL FOREIGN LANGUAGE EDUCATION | 第78-80页 |
| 4.2 STERN'S THREE DIMENSIONS OF LANGUAGE TEACHING STRATEGIES AND EXPERIENTIAL LANGUAGE LEARNING | 第80-90页 |
| 4.2.1 The intralingual-crosslingual dimension and experiential language learning | 第80-83页 |
| 4.2.2 The analytic-experiential dimension and experiential language learning | 第83-86页 |
| 4.2.3 The explicit-implicit dimension and experiential language learning | 第86-89页 |
| 4.2.4 Different approaches to language teaching and experiential learning | 第89-90页 |
| 4.3 COHERENCE AMONG LANGUAGE TEACHING METHODS THROUGH EXPERIENTIAL LEARNING | 第90-95页 |
| 5 Pedagogical implications for foreign language education | 第95-98页 |
| 6 Concluding remarks | 第98-101页 |
| 6.1 SUMMARY | 第98-99页 |
| 6.2 PROBLEMS WITH EXPERIENTIAL LEARNING | 第99-100页 |
| 6.3 LIMITATIONS OF THE STUDY | 第100-101页 |
| Notes | 第101-103页 |
| References | 第103-107页 |
| Appendices | 第107-111页 |
| APPENDIX ONE A CHECKLIST OF QUESTIONS ON PRIOR EXPERIENTIAL LEARNING IN KOLB'S MODEL | 第107-109页 |
| APPENDIX TWO STAGES GUIDELINES FOR TEACHERS | 第109-110页 |
| APPENDIX THREE A COMPARISON OF THREE EDUCATIONAL PARADIGMS | 第110-111页 |
