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。

该书运用国际上最新的主题内容教学法(content-based instruction)和双语沉浸法(bilingual immersion)相结合的双语教育理论和有关研究成果，结合对中国高校学习英语的非英语专业的学生进行的实证访谈调查，指出了当前中国高等教育中非英语专业的英语教育(包括英语语言课程的教学及目前一些高校正试行中的用英语讲授部分专业课程的教学)过程中可能存在的一些潜在的、应该注意的问题。针对这些问题该书结合相关理论进行了深入的探讨并提出了一些切实可行的解决问题的措施和方案。

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.g 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 Entail Replies)/265

Appendix ffi A Sample Email Reply/269

Appendix IV A Sample Interview Transcript/277

Appendix V Sample Interview Transcript Two/285

Index/293