| 当前中国的高等教育在21世纪的第1个10年行将结束之际已大步走向国际化和全球化，正在逐步实施素质教育。该书对高校在素质教育和国际化、全球化教育中外语教育的改革及外语教育与用外语讲授专业课程的专业教育两者之间如何协调配合等问题也进行了探讨。这种探讨对于深化我国的高等教育阶段的外语教育改革，对于专业教育如何应对国际化和全球化的趋势等应该是很有现实意义的探索。而且该项目所提出的措施和实施方案是在实证调查的基础上提出的结论。 |
| 余卫华，湖北省大冶县人，博士，教授。本科和硕士毕业于武汉大学外语系。1998年-2001年师从语言教育与跨文化研究方面的国际著名学者Mike：Byram教授，在英国杜伦大学教育学院(schoolof Education，University ofDurham)攻读语言教育专业，获语言教育专业教育学博士学位。2007年在英国兰开斯特大学英语语言学系(DeartmentofLinguistics and English Language University of Lancaster)跟随英国著名CDA学者aulChilton教授从事博士后研究。从教30年来分别任教于武汉大学和广东外语外贸大学，现工.. << 查看详细 |
| chater one introduction 1.1 the background of the study 1.2 the research questions 1.3 comosition of the thesis chater two analysis of the literature on eflmethodology 2.1 introduction 2.2 foreign language education: a global overview 2.2.1 clarification of concets 2.2.2 historical develoment 2.2.3 imlications 2.3 bilingualism and bilingual education 2.3.1 introduction 2.3.2 bilingualism and bilingualcometence 2.3.2.1 definition ofbilingualism 2.3.2.2 bilingual cometence 2.3.3 bilingual education 2.4 immersion 2.4.1 historical develoment 2.4.2 the rototye models and the essentialfeatures 2.4.3 evaluations . 2.5 content-based instruction 2.5.1 clarification of concets 2.5.2 rototye models 2.5.3 rationales and evaluations 2.6.needs analysis 2.6.1 clarification of concets 2.6.2 key models and data collectionrocedures 2.6.3 evaluations 2.7 conclusions 2.7.1 a summary of the chater 2.7.2 theoretical foundations 2.7.3 a roosed integrated efl teachingaroach chater three the contextual setting: efl education inchina 3.1 introduction 3.2 historical overview before 1949 3.3 recent develoments since 1949 3.4 resent situation 3.5 existing roblems and a tentative solution 3.5.1 existing roblems 3.5.2 a ossible solution 3.6 a summary of the chater chater four the research methodology 4.1 introduction 4.2 research origins 4.3 qualitative v.s.quantitative research 4.4 the research interview 4.5 criteria of assessing qualitative research 4.6 data collection rocedures 4.6.1 interview schedules 4.6.2 ilot hase 4.6.3 the research samle 4.6.4 weaknesses of the rocedures 4.7 ethical issues 4.7.1 informed consent 4.7.2 trust and confidentiality 4.7.3 recirocity 4.8 a summary of the chater chater five data analysis and interretation 5.1 introduction 5.2 the methods and the rocess of data analysis 5.2.1 the methods of analysis 5.2.2 the rocess of the data analysis 5.3 efl learning 5.3.1 introduction 5.3.2 efl learning goals 5.3.3 efl learning difficulties 5.3.4 efl learning theories 5.4 academic learning 5.5 content-based efl immersion 5.5.1 existing roblems in china’s efleducation 5.5.2 feasibility and imlementation of theroosed efl teaching aroach 5.5.2.1 teaching qualifications 5.5.2.2 co-oeration between language andcontent teachers 5.5.2.3 curriculum lanning 5.5.2.g late immersion 5.5.2.5 artial immersion 5.5.2.6 transformation of conservativeeducational values 5.6 a summary of the chater chater six imlications and considerations 6.1 introduction 6.2 imlications from the data 6.2.1 ensure sufficient exosure to and createenvironments for using the target language 6.2.2 develo students’ intrinsic motivationthrough classroom efl teaching 6.2.3 adat the advantages of anglohoneteaching and learning styles into china’s higher education 6.2.4 reserve the advantages of the traditionalchinese learning styles 6.2.5 trial and imlement the content-basedimmersion aroach 6.3 considerations for imlementation and trialling 6.3.1 students’ english roficiency levels 6.3.2 curriculum lanning 6.3.3 assessments and evaluations 6.3.4 edagogy and cooeration between contentand language teachers 6.3.5 aroval and suort from educationaladministration 6.4 a summary of the chater chater seven conclusions 7.1 introduction 7.2 a general summary of the study 7.3 limitations of the study 7.4 future research 7.5 a summary of the chater bibliograhy aendix i a re-interview or re-rely letter aendix ii questions and triggers (for interviews and entailrelies) aendix ffi a samle email rely aendix iv a samle interview transcrit aendix v samle interview transcrit two index |
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