| 中文摘要 | 第3-4页 |
| ABSTRACT | 第4页 |
| CHAPTER ONE INTRODUCTION | 第8-12页 |
| 1.1 THE BACKGROUND OF THE STUDY | 第8-9页 |
| 1.2 RESEARCH PURPOSE | 第9-10页 |
| 1.3 RESEARCH SIGNIFICANCE | 第10-11页 |
| 1.4 THE FRAMEWORK OF THIS THESIS | 第11-12页 |
| CHAPTER TWO LITERATURE REVIEW | 第12-36页 |
| 2.1 RESEARCH STATUS OF FOREIGN STUDENTS’ CHINESE LEARNINGMOTIVATION | 第12-16页 |
| 2.1.1 The needs for multivariate methods | 第12-13页 |
| 2.1.2 Overseas research | 第13-14页 |
| 2.1.3 Domestic research | 第14-16页 |
| 2.2 DORNYEI’S THREE-DIMENSIONAL CONSTRUCTION MODE | 第16-20页 |
| 2.2.1 A model for analyzing second language learning motivation | 第16-18页 |
| 2.2.2 The precedents of Dornyei’s mode | 第18-20页 |
| 2.2.3 Three factor groups at the learning situation level | 第20页 |
| 2.3 BAKHTIN AND HIS MAJOR THEORIES | 第20-26页 |
| 2.3.1 A brief introduction to Bakhtin | 第20-22页 |
| 2.3.2 Bakhtin’s four major theories | 第22-26页 |
| 2.3.2.1 Polyphonic theory | 第23页 |
| 2.3.2.2 Dialogic theory | 第23-24页 |
| 2.3.2.3 Carnival Theory | 第24-25页 |
| 2.3.2.4 The space-time theory | 第25-26页 |
| 2.4 THE INFLUENCE OF BAKHTIN’S THEORIES ABROAD | 第26-27页 |
| 2.5 RECEPTION HISTORY OF BAKHTIN’S THEORIES IN CHINA | 第27-29页 |
| 2.6 BAKHTIN’S THEORIES INFLUENCE STRUCTURALISTS AND THEIr VIEWS ONTEACHING | 第29-32页 |
| 2.7 THE INFLUENCE OF BAKHTIN’S THEORIES ON TEACHING | 第32-36页 |
| CHAPTER THREE DESIGN OF THE RESEARCH | 第36-40页 |
| 3.1 QUESTIONS | 第36页 |
| 3.2 SUBJECTS | 第36-37页 |
| 3.4 RESEARCH TOOL | 第37页 |
| 3.5 RESEARCH MATERIALS AND STEPS | 第37-40页 |
| 3.5.1 Research materials | 第37页 |
| 3.5.2 Research steps | 第37-40页 |
| CHAPTER FOUR IDENTIFYING FOREIGN STUDENTS’ CHINESE LEARNING MOTIVATION | 第40-50页 |
| 4.1 IDENTIFYING INTERMEDIATE STUDENTS’ CHINESE LEARNING MOTIVATION | 第40-43页 |
| 4.2 THE OVERALL SITUATION OF FOREIGN STUDENTS’ CHINESE LEARNINGMOTIVATION | 第43-46页 |
| 4.3 CLASSROOM SITUATION | 第46-50页 |
| CHAPTER FIVE EXPERIMENTAL TEACHING REFORMUNDER THE PERSPECTIVE OF BAKHTIN’S THEORIES | 第50-64页 |
| 5.1 EXPERIMENTAL TEACHING REFORM IN LEARNING SITUATION | 第50页 |
| 5.2 ADAPTATION OF THE TEXTBOOK | 第50-57页 |
| 5.2.1 Adaptation in the first motivation factor group | 第50-51页 |
| 5.2.2 Reasons for adapting Intermediate Comprehensive CourseⅠ | 第51-52页 |
| 5.2.3 From the perspective of Bakhtin’s dialogic theory | 第52-54页 |
| 5.2.4 From the perspective of Bakhtin’s carnival theory | 第54-56页 |
| 5.2.5 From the perspective of Bakhtin’s Space-time theory | 第56-57页 |
| 5.3 APPLICATION OF THE ADAPTED TEXTBOOK | 第57-59页 |
| 5.3.1 Application in the second motivation factor group | 第57-58页 |
| 5.3.2 Application in the third motivation factor group | 第58-59页 |
| 5.4 RESULTS OF THE EXPERIMENTAL TEACHING | 第59-62页 |
| 5.4.1 Feedback of the teachers | 第59-60页 |
| 5.4.2 Feedback of the students | 第60-62页 |
| 5.5 DISCUSSION ABOUT THE EXPERIMENT RESULTS | 第62-64页 |
| 5.5.1 The adapted textbook | 第62页 |
| 5.5.2 Relationship between teachers and students | 第62-63页 |
| 5.5.3 Dialogues among the learning groups | 第63-64页 |
| CHAPTER SIX CONCLUSION | 第64-68页 |
| 6.1 MAJOR FINDINGS | 第64-65页 |
| 6.2 LIMITATIONS AND SUGGESTIONS | 第65-68页 |
| ACKNOWLEDGEMENTS | 第68-70页 |
| REFERENCES | 第70-74页 |
| APPENDIX I | 第74-78页 |
| APPENDIX II | 第78-80页 |
| APPENDIX Ⅲ | 第80-82页 |
| APPENDIX Ⅳ | 第82-87页 |
