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Part One Language Learning Theory 1 Modern Basic Learning and Teaching Theory 1.1 Definition of Language 1.2 Nature of Learning and Teaching 1.3 Relationships between Learning and Teaching 1.4 Nature of Modern Foreign Language Learning and Teaching 2 Second Language Acquisition Theory and Instructional Strategies 2.1 The Theory of Second Language Acquisition 2.2 Stages and Hypothesis for Second Language Acquisition 2.3 General Principles for Teaching English Language Learners 2.4 Implications for Foreign Language Learning and Teaching in Chinese ContextPart Two Modern Foreign Language Learning and Teaching 3 Development of Language Teaching Approaches 3.1 The Dominant Approaches in Language Teaching in the 20th Century 3.2 Foreign Language Learning and Teaching in the 21st Century 3.3 Classroom Model for Communication CompetencePart Three The Latest Language Teaching Approaches in 21st Century 4 Task-Based Language Teaching Approach 4.1 Definitions of Task 4.2 Tasks Goals for Task-Based Learning and Teaching 4.3 Task Types 4.4 Importance of the Task : Low or High stakes 4.5 Task Based Models 4.6 The Three Approaches of Task Based Learning and Teaching 4.7 The Advantages of Task-based Language Learning 4.8 Task-Based Language Learning and Teaching in China 5 Interactive Language Teaching Approach 5.1 Definition of Interaction 5.2 Theory of Interaction 5.3 Interactive Language Teaching 5.4 Interactive Language Learning and Teaching in China 6 Experiential Language Teaching Approach 6.1 Experiential Language Learning 6.2 Experiential Education 6.3 Experiential Learning and Teaching in China 7 Blended Language Teaching Approach 7.1 Background of Blended Learning and Teaching 7.2 Definition of Blended Learning 7.3 Analysis of Notion of Blended Learning 7.4 Blended Teaching Models 7.5 Principal Differences between Traditional and New Learning Environment 7.6 Application of Blended Teaching for Foreign Language Acquisition 7.7 Implication to the Foreign Language Teaching in Higher Education 7.8 Blended Language Teaching Approach in ChinaPart Four Empirical Studies on Language Learning and Teaching 8 A Study on Muhi-Interactive Teaching Approach in College English Writing Teaching 8.1 The Background of the Study 8.2 Literature Review 8.3 Multi-interactive Teaching Approach (MITA) in English Writing 8.4 An Experiment on MITA in College English Writing Teaching 8.5 Findings and Discussion 9 A Study on Reinforcing Communicative Oral English Testing to Promote Interactive Oral English Teaching 9.1 Current Oral Testing and Current Situation of College Oral English Teaching 9.2 A Model of New Oral Test 9.3 A Model of Interactive Oral English Teaching 9.4 An Investigation of English Teaching and Study 10 A Study on Application of Vocabulary Learning Strategies in FLT 10.1 Framework of the Study 10.2 An Empirical Study 10.3 Results and Analyses of Questionnaire 10.4 Results and Analyses of Experimental Teaching Study 10.5 Conclusion and Pedagogical Implications 11 A Study on Applying the Schema Theory into Listening Teaching 11.1 The Background of the Study 11.2 The Theoretical Basis of the Study 11.3 Building Linguistic Schema in Listening Teaching 11.4 An Experimental Study 11.5 Conclusion and Pedagogical ImplicationsAppendixBibliography