| Chapter One Introduction | 第1-15页 |
| Chapter Two A Historical Review of English Language Teaching in China | 第15-29页 |
| 2．1． The History of ELT in China | 第15-18页 |
| 2．2． Some Major Traditional ELT Methods in China | 第18-29页 |
| 2．2．1． The Grammar-translation Method | 第21-25页 |
| 2．2．2． The Audio-lingual Method | 第25-29页 |
| Chapter Three The Communicative Approach and The Integrated Skills | 第29-64页 |
| 3．1． A Brief Survey of the Communicative Approach | 第30-52页 |
| 3．1．1． The Historical Background of the Communicative Approach | 第32-35页 |
| 3．1．2． Some Theories Concerning the Communicative Approach | 第35-44页 |
| 3．1．2．1 Hymes' Theory on Communicative Competence | 第38-40页 |
| 3．1．2．2 Canale and Swain's Theory on Communicative Competence | 第40-44页 |
| 3．1．3． The Basic Features of the Communicative Approach and Their Implications for ELT in China | 第44-47页 |
| 3．1．4． The Advantages and Disadvantages of the Communicative Approach to ELT in China | 第47-52页 |
| 3．2． The Integrated Skills | 第52-64页 |
| 3．2．1． The Four Basic Language Skills | 第52-56页 |
| 3．2．2． The Integrated Skills | 第56-57页 |
| 3．2．3． The Necessity of Integrating the Four Skills in the Teaching of College English Reading in China | 第57-61页 |
| 3．2．4． The Integrated Skills in Classroom | 第61-64页 |
| Chapter Four Some Current Theories on Reading | 第64-87页 |
| 4．1． The Nature of Reading | 第64-65页 |
| 4．2． The Relationships between Skills of Reading, Listening, Speaking and Writing | 第65-68页 |
| 4．2．1． Reading and Listening | 第65-66页 |
| 4．2．2． Reading and Writing | 第66-67页 |
| 4．2．3． Reading and Speaking | 第67-68页 |
| 4．3． A Theoretical Review on Reading Process | 第68-77页 |
| 4．3．1． Bottom-up View | 第69-72页 |
| 4．3．2． Top-down View | 第72-76页 |
| 4．3．3． Interactive View | 第76-77页 |
| 4．4． Schema Theory | 第77-85页 |
| 4．4．1． Types of Schemata | 第79-83页 |
| 4．4．2． The Implications of Schema Theory for the Teaching of College English Reading in China | 第83-85页 |
| 4．5． Reader Purposes and Reading Skills | 第85-87页 |
| Chapter Five Developing the Learners' Integrated Skills In the Teaching of College English Reading: The Integrated-Skill Training Model （ISTM） | 第87-111页 |
| 5．1． Underlying Assumptions on Language and Language Learning | 第87-91页 |
| 5．2． The Integrated-Skill Training Model | 第91-100页 |
| 5．2．1 The Goal of the Model | 第92-93页 |
| 5．2．2 Means for Achieving the Goal | 第93-95页 |
| 5．2．3 Teacher's and Learner's Roles | 第95页 |
| 5．2．4 The Teaching Procedure | 第95-100页 |
| 5．2．4．1． The Activation of the Learners' Schematic Knowledge: A Stage of Listening and Speaking | 第95-96页 |
| 5．2．4．2． The Training of the Learners' Reading Skills: A Stage of Reading and Discussion | 第96-99页 |
| 5．2．4．3． The Recycling of Language Points and Special Sentence Structures: A Stage of Discussion And Reproduction | 第99-100页 |
| 5．2．4．4． Further Development: A Stage of Listening, Speaking and Writing | 第100页 |
| 5．2．4．5． Evaluation | 第100页 |
| 5．3． The Application of the Integrated-Skill Training Model to The Teaching of College English Reading: Sample Activities | 第100-111页 |
| 5．3．1． The Activation of the Learners' Schematic Knowledge: A Stage of Listening and Speaking | 第101-103页 |
| 5．3．2． The Training of the Learners' Reading Skills: A Stage of Reading and Discussion | 第103-106页 |
| 5．3．3． The Recycling of Language Points and Special Sentence Structures: A Stage of Discussion and Reproduction | 第106-108页 |
| 5．3．4． Further Development: A Stage of Listening, Speaking and Writing | 第108-111页 |
| Chapter Six Conclusion | 第111-121页 |
| Works Cited | 第121-130页 |
| Appendix | 第130-133页 |
| 英文摘要 | 第133-137页 |
| 中文摘要 | 第137-139页 |
