| CONTENTS | 第1-10页 |
| ABBREVIATIONS | 第10-12页 |
| TABLES | 第12-11页 |
| FIGURES | 第11-13页 |
| 1 INTRODUCTION | 第13-15页 |
| 1．1 Current Situation of Grammar Teaching | 第13-14页 |
| 1．2 Research Questions | 第14-15页 |
| 2 RATIONALE FOR RENOVATION OF GRAMMAR INSTRUCTION | 第15-27页 |
| 2．1 Deficiencies of Traditional Language Teaching | 第15-19页 |
| 2．1．1 Ineffectiveness in Language Use | 第15-16页 |
| 2．1．2 Pseudo-rules Inferred by Learners | 第16页 |
| 2．1．3 Lack of Guarantee for Learners' Developing Knowledge | 第16-17页 |
| 2．1．4 Inadequacy of Curriculum Based on Contrastive Hypothesis | 第17页 |
| 2．1．5 Inconsistency with Order of Acquisition and Developmental Sequences | 第17-19页 |
| 2．2 Neglect of Grammar in Pure Communicative Approach | 第19-22页 |
| 2．2．1 The Communicative Approach | 第19-20页 |
| 2．2．2 Drawbacks in Pure CLT | 第20-22页 |
| 2．3 Problems in China's Non-English Major College English （NEM-CE） Grammar Instruction | 第22-27页 |
| 2．3．1 Dominance of the Traditional Method | 第23页 |
| 2．3．2 Bias on the Relation between Grammar and Communicative Competence | 第23-24页 |
| 2．3．3 Shortage of Specialized Class for Grammar | 第24页 |
| 2．3．4 Teachers' Misunderstanding about Students' Grammatical Knowledge | 第24页 |
| 2．3．5 Students' Negative Attitude | 第24页 |
| 2．3．6 Effect Caused by the Existing Problems | 第24-27页 |
| 3 ESSENTIALITY OF GRAMMAR IN FOREIGN LANGUAGE LEARNING FROM COGNITIVE PERSPECTIVES | 第27-41页 |
| 3．1 Doubts on the Theoretic Foundation against Grammar Learning | 第27-29页 |
| 3．1．1 Chomsky's Language Acquisition Device（LAD) | 第28页 |
| 3．1．2 Krashen's Monitor Theory and Comprehensive Input Hypothesis | 第28-29页 |
| 3．2 Views in Support of Grammar Teaching | 第29-31页 |
| 3．2．1 Viewsin 1980's | 第30页 |
| 3．2．2 Viewsin 1990's | 第30-31页 |
| 3．3 Indispensability of Grammar from Cognitive Perspectives | 第31-36页 |
| 3．3．1 Selinker's Interlanguage（IL） Theory | 第31-32页 |
| 3．3．2 Piaget's Developmental Psychology | 第32-33页 |
| 3．3．3 Richards' Nature of L2 Learning | 第33页 |
| 3．3．4 McLaughlin's Information Processing Model | 第33-34页 |
| 3．3．5 Anderson's Adaptive Control of Thought（ACT） Model | 第34-35页 |
| 3．3．6 Learners' Cognitive Mechanisms Based on VanPatten | 第35-36页 |
| 3．4 Types of Grammar | 第36-41页 |
| 3．4．1Traditional Grammar | 第36-37页 |
| 3．4．2 Structural Grammar | 第37-38页 |
| 3．4．3 Transformational-Generative Grammar（TG | 第38页 |
| 3．4．4 Functional/Notional Grammar | 第38-39页 |
| 3．4．5 Communicative Grammar That Should Be Learned | 第39-41页 |
| 4 LEARNING GRAMMAR IN MEANINGFUL CONTEXTS & ITS APPLICATION IN NEM-CE CLASSROOM | 第41-63页 |
| 4．1 Denotation of Relevant Concepts | 第42-44页 |
| 4．1．1 Meaningful Learning | 第42-43页 |
| 4．1．2 Form and Meaning/Function | 第43-44页 |
| 4．1．3 Context | 第44页 |
| 4．2 Evidence Based on L2 Acquisition Studies | 第44-46页 |
| 4．2．1 Empirical Evidence | 第45页 |
| 4．2．2 Evidence from Learner Strategy Studies | 第45-46页 |
| 4．2．3 Evidence froma Cognitive Perspective | 第46页 |
| 4．3 Application in China's NEM-CE Classroom | 第46-63页 |
| 4．3．1 Classroom Management Based on Harmer's ESA Teaching Sequence | 第46-49页 |
| 4．3．2 Task-based Learning and Procedural Ability | 第49页 |
| 4．3．3 Consciousness-Raising （C-R） Tasks | 第49-51页 |
| 4．3．4 Tasks with Non-linguistic Objectives | 第51-52页 |
| 4．3．5 Open-ended Information-focused Tasks | 第52-54页 |
| 4．3．6 Tasks Related with Personal Experiences | 第54页 |
| 4．3．7 Student-centredness | 第54-55页 |
| 4．3．8 Discourse Grammar | 第55-59页 |
| 4．3．9 Negative Feedback by the Teacher | 第59-63页 |
| 5 CONCLUSION | 第63-65页 |
| 5．1 Conclusion of the Research | 第63-64页 |
| 5．2 Limitations of the Research and Suggestions for Further Study | 第64-65页 |
| REFERENCES | 第65-70页 |
