本站原创摘要5-6
ABSTRACT6-10
Chapter Ⅰ Introduction10-13
1.1 The Background of the Study10-11
1.2 Motivations for the study11
1.3 Significance of the study11
1.4 Overall structure of the thesis11-13
Chapter Ⅱ Situated Teaching13-21
2.1 Theoretical Foundations of Situated Teaching13-15
2.1.1 Cognitive Learning Theories13-14
2.1.2 Comprehensible Input hypothesis14
2.1.3 Affective Filter Hypothesis14-15
2.2 Literature Review15-21
Chapter Ⅲ Methodology21-29
3.1 Research questions21
3.2 Subject21
3.3 Process of Experiment21-28
3.3.1 Class Training22-26
3.3.2 Tests26
3.3.3 Questionnaires26-27
3.3.4 Classroom Observations27
3.3.5 Interviews27-28
3.4 Data Collection28-29
Chapter Ⅳ Analysis and Discussion29-40
4.1 Analysis of Results29-37
4.1.1 Analysis of Results of Tests29-31
4.1.2 Analysis of Questionnaires31-34
4.1.3 Analysis of Results from Class Observation34-36
4.1.4 Analysis of Results from After-class Interview36-37
4.2 Pedagogical Imppcations37-40
4.2.1 Situations should be designed to facipty elementary Engpsh class teaching37-38
4.2.2 Multiple strategies should be employed to create situations38
4.2.3 Situations should be based on the requirement of the teaching program38-39
4.2.4 Students' emotions should be taken into account seriously39-40
Chapter Ⅴ Conclusion40-45
5.1 Major Findings40-43
5.1.1 Students' eagerness for answering questions in class40-41
5.1.2 More Response of Students to the Teacher41
5.1.3 Relaxing Classroom Atmosphere with Less Negative Emotions41-42
5.1.4 Increase in the Engpsh Learning Interest42
5.1.5 Lasting Memory of Vocabulary and Grammar42-43
5.2 Limitations of the Research43-44
5.2.1 Limited Research Subjects43
5.2.2 Limited Research Time43
5.2.3 Simple Measurement Technique43
5.2.4 Simple Teaching Aids43-44
5.3 Suggestions for the Future Research44-45
References45-46
Appendix46-55
Acknowledgements55-56
Introduction of the Author56