Chapter One Introduction 1
1.1 The background of the study 1
1.2 The research questions 4
1.3 Composition of the thesis 6
Chapter Two Analysis of the Literature on EFL Methodology 9
2.1 Introduction 9
2.2 Foreign language education:a global overview 10
2.2.1 Clarification of concepts 10
2.2.2 Historical development 11
2.2.3 Implications 15
2.3 Bilingualism and bilingual education 16
2.3.1 Introduction 16
2.3.2 Bilingualism and bilingual competence 17
2.3.2.1 Definition of bilingualism 17
2.3.2.2．Bilingual competence 18
2.3.3 Bilingual education 22
2.4 Immersion 25
2.4.1 Historical development 25
2.4.2 The prototype models and the essential features 28
2.4.3 Evaluations 30
2.5 Content-based instruction 33
2.5.1 Clarification of concepts 33
2.5.2 Prototype models 34
2.5.3 Rationales and evaluations 37
2.6．Needs analysis 44
2.6.1 Clarification of concepts 44
2.6.2 Key models and data collection procedures 47
2.6.3 Evaluations 49
2.7 Conclusions 51
2.7.1 A summary of the chapter 51
2.7.2 Theoretical foundations 53
2.7.3 A proposed integrated EFL teaching approach 54
Chapter Three The Contextual Setting:EFL Education in China 57
3.1 Introduction 57
3.2 Historical overview before 1949 58
3.3 Recent developments since 1949 63
3.4 Present situation 68
3.5 Existing problems and a tentative solution 73
3.5.1 Existing problems 73
3.5.2 A possible solution 76
3.6 A summary of the chapter 80
Chapter Four The Research Methodology 82
4.1 Introduction 82
4.2 Research origins 83
4.3 Qualitative v.s.quantitative research 86
4.4 The research interview 88
4.5 Criteria of assessing qualitative research 91
4.6 Data collection procedures 96
4.6.1 Interview schedules 97
4.6.2 Pilot phase 100
4.6.3 The research sample 103
4.6.4 Weaknesses of the procedures 106
4.7 Ethical issues 107
4.7.1 Informed consent 107
4.7.2 Trust and confidentiality 108
4.7.3 Reciprocity 109
4.8 A summary of the chapter 110
Chapter Five Data Analysis and Interpretation 111
5.1 Introduction 111
5.2 The methods and the process of data analysis 113
5.2.1 The methods of analysis 113
5.2.2 The process of the data analysis 117
5.3 EFL learning 122
5.3.1 Introduction 122
5.3.2 EFL learning goals 123
5.3.3 EFL learning difficulties 128
5.3.4 EFL learning theories 140
5.4 Academic learning 148
5.5 Content-based EFL immersion 168
5.5.1 Existing problems in China's EFL education 168
5.5.2 Feasibility and implementation of the proposed EFL teaching approach 173
5.5.2.1 Teaching qualifications 177
5.5.2.2 Co-operation between language and content teachers 181
5.5.2.3 Curriculum planning 183
5.5.2.4 Late immersion 187
5.5.2.5 Partial Immersion 189
5.5.2.6 Transformation of conservative educational values 192
5.6 A summary of the chapter 194
Chapter Six Implications and Considerations 197
6.1 Introduction 197
6.2 Implications from the data 198
6.2.1 Ensure sufficient exposure to and create environments for using the target language 198
6.2.2 Develop students' intrinsic motivation through classroom EFL teaching 201
6.2.3 Adapt the advantages of anglophone teaching and learning styles into China's higher education 202
6.2.4 Preserve the advantages of the traditional Chinese learning styles 206
6.2.5 Trial and implement the content-based immersion approach 208
6.3 Considerations for implementation and trialling 211
6.3.1 Students' English proficiency levels 212
6.3.2 Curriculum planning 214
6 3 3 Assessments and evaluations 217
6.3.4 Pedagogy and cooperation between content and language teachers 219
6.3.5 Approval and support from educational administration 224
6.4 A summary of the chapter 226
Chapter Seven Conclusions 227
7.1 Introduction 227
7.2 A general summary of the study 227
7.3 Limitations of the study 231
7.4 Future research 235
7.5 A summary of the chapter 239
Bibliography 240
Appendix Ⅰ A Pre-interview or Pre-reply Letter 263
Appendix Ⅱ Questions and Triggers(for Interviews and Email Replies) 265
Appendix Ⅲ A Sample Email Reply 269
Appendix Ⅳ A Sample Interview Transcript 277
Appendix Ⅴ Sample Interview Transcript Two 285
Index 293