CHAPTER 1 INTRODUCTION
1.1 General outline of this book
1.2 Development of the research interest
1.3 Research basis for this book
1.4 Intended stakeholders for the research
1.5 Organisation of this book
1.6 Glossary
CHAPTER 2 LITERATURE REVIEW
2.1 TBLT and current debates in ELT
2.1.1 TBLT
2.1.2 The implementation of TBLT
2.1.3 Is TBLT a "good" method?
2.1.4 Is there any "best method"?
2.2 Studies which have stimulated my research
2.2.1 Social context and language teaching
2.2.2 Teacher cognition and language teaching
2.3 Theories which have inspired my investigation of curriculum
2.3.1 Defining curriculum
2.3.2 Theories that have inspired my investigation of curriculum
2.4 Implementing the NEC or teaching the NEC?
2.5 Conclusion
CHAPTER 3 METHODOLOGY
3.1 Theoretical considerations
3.2 The pilot study
3.2.1 The setting, research participants and research process
3.2.2 Findings and discussion
3.2.3 Reflection on the pilot study
3.3 Rationale for adopting a qualitative approach
3.3.1 Defining qualitative research
3.3.2 Rationale for adopting a qualitative approach
3.4 Negotiating access
3.4.1 Negotiating access to the field
3.4.2 Negotiating access with the research participants
3.5 My presentation in the field
3.5.1 The creation of my role
3.5.2 Overt or covert research?
3.5.3 The presentation of self"
3.6 Data collection： Processes, techniques and rationales
3.7 Data organisation and analysis
3.7.1 Data analysis process
3.7.2 The conceptual framework of Pierre Bourdieu
3.8 Ethics
3.9 Reflection
3.9.1 Making the familiar strange
3.9.2 Dilemmas in the field
3.10 Conclusion
CHAPTER 4 THE CONTEXTUAL BACKGROUND FOR THE NEC
4.1 Salient features of the Chinese education system
4.1.1 The significance of education
4.1.2 The hierarchical education system
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