| Acknowledgements | 第1-8页 |
| Abstract | 第8-9页 |
| Part I Introduction | 第9-11页 |
| 1．1 Research Background | 第9-10页 |
| 1．2 Research Objective | 第10-11页 |
| 1．3 General Organization | 第11页 |
| Part II Language Acquisition Theories and materials development | 第11-23页 |
| 2．1 Introduction | 第12页 |
| 2．2 Four Views on Input in Language Acquisition | 第12-16页 |
| 2．2．1 Behaviourist view | 第12-13页 |
| 2．2．2 Nativist view# | 第13页 |
| 2．2．3 Interactionist view | 第13-14页 |
| 2．2．4 Krashen's Input Hypothesis | 第14-16页 |
| 2．2．4．1 Finely Tuned Input | 第15页 |
| 2．2．4．2 Roughly Tuned Input | 第15-16页 |
| 2．3 Input and Interaction in Second Language Acquisition | 第16-20页 |
| 2．3．1 Input and Interaction | 第16-17页 |
| 2．3．2 Input and Interaction in Second Language Acquisition | 第17-20页 |
| 2．3．2．1 Input Frequency and Second Language Acquisition | 第18页 |
| 2．3．2．2 Comprehensible Input and Second Language Acquisition | 第18-20页 |
| 2．3．2．3 Collaborative discourse and second language acquisition | 第20页 |
| 2．4 Materials Development | 第20-23页 |
| 2．4．1The textbook | 第20-21页 |
| 2．4．2 The reader | 第21-22页 |
| 2．4．3 Visuals and audios | 第22-23页 |
| Part III Theories associated with spoken language teaching and learning | 第23-35页 |
| 3．1 Introduction | 第23-24页 |
| 3．2 Krashen's Affective Filter Hypothesis | 第24页 |
| 3．3 Affective Factors and Learners' Affective States | 第24-25页 |
| 3．4 Theories Associated with Anxiety | 第25-30页 |
| 3．4．1 Bailey's Discovery | 第25-26页 |
| 3．4．2 Maclntyre and Gardner's Theory | 第26-27页 |
| 3．4．3 Types of anxiety | 第27-29页 |
| 3．4．3．1 Facilitating vs． debilitating anxiety | 第28-29页 |
| 3．4．3．2 Causes of state or situation anxiety | 第29页 |
| 3．4．4 Effect of Anxiety on Learning and Importance of Learners' Affective States | 第29-30页 |
| 3．5 English teaching and learning | 第30-35页 |
| 3．5．1 The role of the teacher | 第31-32页 |
| 3．5．2 The role of the learner | 第32-33页 |
| 3．5．3 Exploring the roles of teachers, learners and others within a communicative curriculum | 第33页 |
| 3．5．4 Implication for a changed role | 第33-35页 |
| Part IV Spoken English teaching | 第35-41页 |
| 4．1 Spoken vs． written language | 第35页 |
| 4．2 Functions of spoken language | 第35-36页 |
| 4．2．1 The interpersonal function | 第35-36页 |
| 4．2．2 The ideational function | 第36页 |
| 4．3 The nature of speaking and oral interaction | 第36-37页 |
| 4．4 Free production of spoken English | 第37-38页 |
| 4．4．1 The coursebook and the students' ability of free production | 第37-38页 |
| 4．5 The theory of communicative competence | 第38-40页 |
| 4．5．1 Introduction | 第38页 |
| 4．5．2 The theory of communicative competence | 第38-40页 |
| 4．6 The nature of second language classroom discourse | 第40-41页 |
| Part V Research findings | 第41-61页 |
| 5．1 Introduction | 第42页 |
| 5．2 Research method | 第42-43页 |
| 5．2．1 Subjects | 第42页 |
| 5．2．2 Questions for the interviews | 第42-43页 |
| 5．2．3 Method | 第43页 |
| 5．3 Results of the questionnaire and the interviews | 第43-47页 |
| 5．3．1 Factors that influence oral English learning | 第43-47页 |
| 5．3．1．1 Reasons for learning English | 第43-45页 |
| 5．3．1．2 Learning Attitude | 第45页 |
| 5．3．1．3 Time allotment | 第45页 |
| 5．3．1．4 Students' comments on oral English class and teaching materials | 第45-46页 |
| 5．3．1．5 Ideal teaching materials for oral English in students' minds | 第46-47页 |
| 5．3．1．6 Students' expectations of their oral English teacher | 第47页 |
| 5．4 Problems reported | 第47-51页 |
| 5．4．1 Classroom activities | 第47-50页 |
| 5．4．2 Gap between Theory and Practice | 第50-51页 |
| 5．4．3． Teaching Materials | 第51页 |
| 5．5 Suggestions | 第51-61页 |
| 5．5．1 Solutions to students' reluctance to participate in oral work | 第51-52页 |
| 5．5．2 Improvement of teacher talk | 第52页 |
| 5．5．3 Teachers' guidance on strategy training and practical learning methods | 第52-58页 |
| 5．5．3．1 Strategy training | 第52-55页 |
| 5．5．3．2 Teaching and learning methods | 第55-58页 |
| 5．5．3．2．1 Teaching methods | 第56-57页 |
| 5．5．3．2．2 Learning methods | 第57-58页 |
| 5．5．4 Providing authentic and interesting materials | 第58-60页 |
| 5．5．4．1 Definitions of authentic materials | 第58-59页 |
| 5．5．4．2 Audio and visual materials | 第59-60页 |
| 5．5．5 The Core activity: providing comprehensible input | 第60-61页 |
| Part VI Designing the oral English teaching material | 第61-69页 |
| 6．1 The aims of the course | 第61-62页 |
| 6．2 The principles of syllabus design | 第62-67页 |
| 6．2．1 Definition of task-based syllabus | 第62页 |
| 6．2．2 The principles of task-based syllabus design | 第62-63页 |
| 6．2．3 Communicative activities: the main features of a communicative English class | 第63-64页 |
| 6．2．4 The course design process | 第64-66页 |
| 6．2．5 A materials design model | 第66-67页 |
| 6．3 The principles of course design | 第67-69页 |
| 6．3．1 Teaching methodology-communicative teaching of language | 第67-68页 |
| 6．3．2 Humanistic psychology | 第68页 |
| 6．3．3 Center of the oral course-Learners and learning | 第68-69页 |
| 6．4 Setting the topics | 第69页 |
| Part VII Effectiveness of learner-centered learning activities | 第69-71页 |
| 7．1 Choosing the topic | 第69-70页 |
| 7．2 Organizing the class | 第70页 |
| 7．3 Experimenting with the newly designed material | 第70-71页 |
| Part VIII Conclusion | 第71-73页 |
| Appendix I | 第73-76页 |
| Appendix II | 第76-85页 |
| Bibliography | 第85-88页 |
