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Introduction 1

1 Syllabus 6

1.1 Syllabus or Curriculum 6

1.2 The Syllabus for English Teaching of Non-English Major Graduates 11

1.2.1 Guiding Principles of the Syllabus 11

1.2.2 Implementation of the Syllabus in Teaching Practice 14

1.2.3 Problems Facing the Syllabus 15

1.3 Revision of the Syllabus for English Teaching of Non-English Major Graduates 17

1.3.1 Implementation of the Basic Requirements 19

1.4 Approach to Syllabus 23

1.4.1 A General Trend 23

1.4.2 Analysis of the Trend 25

1.5 Requirements for Teachers 29

1.5.1 Consider the Learners 30

1.5.2 Establish Teaching Objectives 32

1.5.3 Choose Teaching Content 33

1.6 Conclusion 35

2 Teaching Philosophy and Practice 37

2.1 What do English Teachers Know about English Learning？ 37

2.1.1 How is Language Learned？ 38

2.1.2 How do Learner Differences Affect Leaning？ 41

2.1.3 What Roles do Teachers and Learners Play in Language Learning？ 59

2.1.4 What Roles does a Textbook Play？ 64

2.1.5 Facilities for Learning 68

2.2 How do English Teachers Teach in the Classroom？ 72

2.2.1 Talking Lesson 73

2.2.2 Observing Class 88

2.2.3 Theoretical Analysis of Teaching Approach 105

2.3 Conclusion 111

3 Evaluation and Assessment 112

3.1 Course Evaluation 113

3.1.1 Why Carry Out Course Evaluation？ 113

3.1.2 What is to Be Evaluated？ 114

3.1.3 How to Evaluate？ 116

3.1.4 When to Evaluate？ 123

3.1.5 Who Carries Out the Evaluation？ 124

3.2 Classroom Assessment 125

3.2.1 Teaching,Learning and Testing/Summative Assessment 127

3.2.2 Teaching,Learning and Formative Assessment 133

3.2.3 Classroom Assessment Practice 135

3.3 Conclusion 168

Implication for English Teachers 171

Teacher professional Development 171

Self-development 172

Co-operative development 173

Appendix Ⅰ 英语精读 175

Appendix Ⅱ 英语泛读 180

Appendix Ⅲ 硕士研究生综合英语（学术型） 186

Appendix Ⅳ 国际学术交流英语 191

Appendix Ⅴ 研究生英语学习观念及学习策略调查问卷 196

Appendix Ⅵ 英语学习中的词典使用（学生问卷） 202

Appendix Ⅶ 教师问卷 204

References 206