在《呼喚與回應(yīng)：一種生命歷程——學(xué)英語(yǔ)、教英語(yǔ)》中，謝邦秀分享了她學(xué)與教英語(yǔ)各個(gè)階段的體驗(yàn)和感受，一段段故事仿佛一聲聲呼喚。每一聲呼喚都得到了杰伊·麥克丹尼爾從過(guò)程哲學(xué)角度的回應(yīng)：他為每一段故事作評(píng)，揭示其教育乃至哲學(xué)意義，并將之發(fā)表在其過(guò)程哲學(xué)網(wǎng)站上與世界各地的學(xué)者分享。《呼喚與回應(yīng)：一種生命歷程——學(xué)英語(yǔ)、教英語(yǔ)》即是兩個(gè)人相互呼喚與回應(yīng)的成果。 
作為一部英語(yǔ)學(xué)者的學(xué)術(shù)成長(zhǎng)自傳，《呼喚與回應(yīng)：一種生命歷程——學(xué)英語(yǔ)、教英語(yǔ)》對(duì)我國(guó)英語(yǔ)教育，特別是對(duì)英語(yǔ)課程與教學(xué)研究具有理論指導(dǎo)意義及實(shí)踐參考意義?！逗魡九c回應(yīng)：一種生命歷程——學(xué)英語(yǔ)、教英語(yǔ)》可以作為教育學(xué)課程與教學(xué)論專業(yè)英語(yǔ)學(xué)科教學(xué)論教材和英語(yǔ)專業(yè)英語(yǔ)教學(xué)法教材，亦可供廣大英語(yǔ)學(xué)習(xí)者和教師選讀。

謝邦秀畢業(yè)于湖北大學(xué)外語(yǔ)系英語(yǔ)專業(yè)，文學(xué)學(xué)士、教育學(xué)碩士，湖北警官學(xué)院英語(yǔ)教授、中南財(cái)經(jīng)政法大學(xué)外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)專業(yè)兼職碩士研究生指導(dǎo)教師、美國(guó)漢德里克斯學(xué)院（Hendrix College）“在飲食與語(yǔ)言中創(chuàng)造文化身份：中美對(duì)話”課程合作教授、美國(guó)過(guò)程哲學(xué)思想交流網(wǎng)站學(xué)術(shù)顧問、專欄作家及官方翻譯。
在30來(lái)年的英語(yǔ)教學(xué)、科研實(shí)踐中，她形成了自己獨(dú)特的教學(xué)風(fēng)格，摸索并總結(jié)出了一套獨(dú)具特色且行之有效的英語(yǔ)教學(xué)方法，取得了豐碩的研究成果。她提出的FEELS個(gè)體體驗(yàn)性教學(xué)法理念獲得世界過(guò)程思想領(lǐng)域的認(rèn)同，被視為過(guò)程教育思想的有機(jī)組成部分；被美國(guó)一所大學(xué)作為課程理論指導(dǎo)思想；作為唯一一門過(guò)程教育學(xué)及教學(xué)法課程被列為中美過(guò)程哲學(xué)暑期高級(jí)研討班的課程內(nèi)容；被編入一部即將在美國(guó)以英漢兩種版本出版的過(guò)程哲學(xué)論著中。

釋疑：作為一名英語(yǔ)學(xué)習(xí)者，作者介紹了與英語(yǔ)的邂逅、相知、攜手及過(guò)程中的一系列問題，給予英語(yǔ)學(xué)習(xí)者學(xué)習(xí)方法上的指導(dǎo)。 解惑：作為一名英語(yǔ)教育者，作者現(xiàn)身說(shuō)法，以多年的經(jīng)驗(yàn)勾勒出一名大學(xué)英語(yǔ)教師成長(zhǎng)歷程，為教師們提供了一盞教育的燈塔。

呼喚（謝邦秀發(fā)自中國(guó)武漢）——
對(duì)于我來(lái)說(shuō)，學(xué)與教英語(yǔ)是一個(gè)終身的過(guò)程。作為一名中國(guó)的英語(yǔ)學(xué)習(xí)者，我走過(guò)了“選擇英語(yǔ)”、“打破沉默”、“積累詞匯”、“突破語(yǔ)法困境”、“尋覓聯(lián)系”、“歸納方法”、“調(diào)整心態(tài)”、“經(jīng)受考驗(yàn)”、“獲得信心”、“學(xué)習(xí)榜樣”這樣一個(gè)學(xué)習(xí)過(guò)程，從而得以走上講臺(tái)，成為一名英語(yǔ)教師。作為一名大學(xué)英語(yǔ)教師，我經(jīng)歷了“是否要當(dāng)老師”、“平衡與失衡”、“對(duì)‘不！’說(shuō)不”、“尋求突破”、“遭遇 CLTA”、“探究 CLTA”、“應(yīng)用 CLTA”，最終走向“FEELS”這樣一個(gè)教師個(gè)人及職業(yè)成長(zhǎng)過(guò)程。 
我從自己學(xué)與教英語(yǔ)的經(jīng)歷中體會(huì)到，英語(yǔ)學(xué)習(xí)應(yīng)該是學(xué)習(xí)者自愿選擇的，而不應(yīng)該是被強(qiáng)加的。在英語(yǔ)學(xué)習(xí)中，學(xué)習(xí)者會(huì)遇到一些不可避免的難關(guān)，如過(guò)語(yǔ)音關(guān)，開口讀或說(shuō)英語(yǔ)，積累詞匯，掌握語(yǔ)言結(jié)構(gòu)，掌握聽、說(shuō)、讀、寫、譯、交流等語(yǔ)言技能等，只有發(fā)掘個(gè)人性格中的優(yōu)勢(shì)，抱著積極的心態(tài)，主動(dòng)、耐心、持之以恒地學(xué)下去，才能不時(shí)有所收獲，才能逐漸過(guò)關(guān)解難，才能最終享受交流的暢快。 
在如此學(xué)與教英語(yǔ)的過(guò)程中，我穿梭于漢語(yǔ)語(yǔ)言文化和英語(yǔ)語(yǔ)言文化之間，試圖在不同文化的交接處探尋一種介于兩者之間、聯(lián)系兩者、豐富兩者的課程文化，在那里自我在跨越文化差異的運(yùn)動(dòng)中通過(guò)動(dòng)態(tài)的相互聯(lián)系而變得富有創(chuàng)造性。透過(guò)一種相互轉(zhuǎn)化的課程文化接納兩者使我能夠以一種新的方式來(lái)處理自我、關(guān)系和差異的問題。 
可以說(shuō)，英語(yǔ)于我已不僅僅是一種語(yǔ)言，而已經(jīng)成為我生命的一個(gè)部分。它為我打開了一扇扇通往不同于我的已知世界的門，使我能夠遇見陌生的人、見識(shí)新鮮的事、遭遇全新的機(jī)遇、學(xué)習(xí)他異的文化。它幫助我構(gòu)建起我自己的宇宙，使我能夠成為一位敬業(yè)的工作者、幫助他人、為社會(huì)盡力、與人和自然愉快相處、身心健康地生活。
得益于自己通暢的英語(yǔ)交流能力，我與杰伊·麥克丹尼爾 .分享自己學(xué)與教英語(yǔ)各個(gè)階段的體驗(yàn)和感受，一段段故事仿佛一聲聲呼喚。每一聲呼喚都得到了他的回應(yīng)：他為每一段故事作評(píng)，揭示其教育乃至哲學(xué)意義，并將之連載在其過(guò)程哲學(xué)網(wǎng)站上與世界各地的學(xué)者分享。本書即是我們兩個(gè)人相互呼喚與回應(yīng)的成果。 
自從踏上學(xué)與教英語(yǔ)的旅程之后，我一路欣賞到不盡的風(fēng)光，經(jīng)受著思想的洗禮，品嘗著文化的甘露，體驗(yàn)著心靈碰撞的激動(dòng)，享受著暢通無(wú)阻的交流……我對(duì)這樣的人生甘之如飴，充滿感恩！ 
首先，我要感謝我的幾位人生導(dǎo)師！我感謝我的父親謝育，他以一個(gè)教育者的智慧在我成長(zhǎng)的關(guān)鍵時(shí)期把控了節(jié)奏和方向，使我得以在對(duì)的時(shí)候走向英語(yǔ)。我感謝我的英語(yǔ)恩師金民秀老師，是她將我領(lǐng)進(jìn)了英語(yǔ)之門，支持我走過(guò)了英語(yǔ)學(xué)習(xí)最艱難的英語(yǔ)知識(shí)技能的原始積累時(shí)期，為我樹立了成為一個(gè)英語(yǔ)學(xué)人的榜樣。我感謝我的教育學(xué)恩師趙鶴齡教授，是他為我打開了教育學(xué)課程與教學(xué)論學(xué)科之門，促我反思我的英語(yǔ)人生的意義，并領(lǐng)我敲響過(guò)程哲學(xué)之門。我感謝我的過(guò)程哲學(xué)良師益友、本書的另一作者、杰伊·麥克丹尼爾教授，他耐心地傾聽我的英語(yǔ)人生故事，并從過(guò)程哲學(xué)的角度欣賞、作評(píng)，本書由此得以成稿。 
我要感謝我的親人們：我的丈夫杜東，女兒杜安娜，母親楊晉燕（已故），公婆杜兆貴、張瑞霞，姐妹謝立君、謝麗蓉、謝邦梅，夫妹杜偉、杜輝，夫弟杜良、杜軍、杜勇，我的甥男侄女謝海康、謝漢康、李安康、葉孔龍、劉天石、杜宇辰、杜佳禧等。他們?cè)谏钪械那趧?、?jiān)強(qiáng)、擔(dān)當(dāng)和相互幫扶是對(duì)我無(wú)言的支持，使我得以無(wú)后顧之憂地往前走，既成就了我的英語(yǔ)人生，也使本書的成稿和出版成為可能。我要感謝我所有的老師、同學(xué)、學(xué)生、同事、同行，是他們指導(dǎo)、陪伴、挑戰(zhàn)、磨礪、激勵(lì)、支持我走過(guò)我英語(yǔ)人生中的風(fēng)風(fēng)雨雨，直到今天。最后，我還要感謝化學(xué)工業(yè)出版社本書的責(zé)任編輯和他的團(tuán)隊(duì)，是他們欣賞本書的內(nèi)容，認(rèn)同本書的價(jià)值，并使之得以出版面世。 
作為一部英語(yǔ)學(xué)人的學(xué)術(shù)成長(zhǎng)傳記，期盼本書對(duì)我國(guó)英語(yǔ)教育，特別是對(duì)英語(yǔ)的課程與教學(xué)研究具有理論指導(dǎo)意義及實(shí)踐參考意義。本書可以作為教育學(xué)課程與教學(xué)論專業(yè)英語(yǔ)學(xué)科教學(xué)論教材和英語(yǔ)專業(yè)英語(yǔ)教學(xué)法教材，亦可供廣大英語(yǔ)學(xué)習(xí)者和教師選讀。 
我愿我自己學(xué)與教英語(yǔ)的故事能夠激勵(lì)、幫助更多的英語(yǔ)愛好者開啟他們的英語(yǔ)旅程，與我同行……

謝邦秀
 

回應(yīng)（杰伊·麥克丹尼爾發(fā)自美國(guó)康威）——
作為本書的合作者，我更多地視自己為一個(gè)回應(yīng)者而非呼喚者。在美國(guó)的非裔美國(guó)人傳統(tǒng)中有一種被稱為布魯斯（blues）的音樂，其中呼喚與回應(yīng)總是在場(chǎng)。讓我們想象：兩個(gè)人在對(duì)唱，一個(gè)人唱的歌詞是“我在唱歌，你能聽到我的歌聲嗎？”另一個(gè)人回唱道：“是的，我能聽見你在歌唱，我如此回應(yīng)你?！边@首歌包含雙方的聲音，一方呼喚，一方回應(yīng)。至少看似如此。 
但事實(shí)上，情況絕不會(huì)真的如此簡(jiǎn)單。這是因?yàn)椋?dāng)回應(yīng)者回應(yīng)時(shí)，他或她的回應(yīng)也變成了一種呼喚。當(dāng)呼喚者唱下一句歌詞時(shí)，她其實(shí)是在回應(yīng)他的呼喚。如此漸進(jìn)。 
本書就是兩個(gè)人相互呼喚與回應(yīng)的成果。其中的一個(gè)人，我自己，是一位英語(yǔ)本族語(yǔ)使用者。另一個(gè)人，謝邦秀，是一位漢語(yǔ)本族語(yǔ)使用者。我們相互認(rèn)識(shí)了許多年，并在相互從未間斷的呼喚與回應(yīng)中從對(duì)方那里學(xué)到了許多東西。這聽起來(lái)好像我們是對(duì)等的，但事實(shí)并不盡然。就語(yǔ)言學(xué)習(xí)而言，我唯愿我具備她的技能。她是一位良師益友，一種激勵(lì)。她在本書中講述了她是如何獲得其語(yǔ)言技能的，我一邊回應(yīng)，一邊深感驚異。在其“前言”的頭兩段，她分享了她從中享有的樂趣。在眾多激勵(lì)人心的句子中，下面這句話令我感同身受：“它為我打開了一扇扇通往不同于我的已知世界的門，使我能夠遇見陌生的人、見識(shí)新鮮的事、遭遇全新的機(jī)遇、學(xué)習(xí)他異的文化?！闭f(shuō)實(shí)話，謝邦秀的英語(yǔ)語(yǔ)言學(xué)習(xí)旅程“為我打開了一扇扇通往不同于我的已知世界的門”。它打開了一扇扇理解之門，讓我得以從中更好地了解一位中國(guó)朋友的生活，認(rèn)識(shí)到她的旅程在某種程度上是一葉可以進(jìn)入許多旅程的窗，我從中得到了豐富和伸展。在某種意義上這些旅程也成了我自己的旅程。這是我如此感謝她允許我成為本書的合作者的一個(gè)原因。 
當(dāng)然，正如她已清楚表明的那樣，我們兩位“合作者”并非兩座孤島。沒有良師益友們的指導(dǎo)、幫助、激勵(lì)和挑戰(zhàn)，我們難以生存于世。我自己的人生導(dǎo)師和向?qū)в形业哪赣H弗吉尼亞，我的妻子凱西，我的兒子杰森和馬修，我在阿肯色漢德里克斯學(xué)院的同事，我的老師約翰·柯布。我得承認(rèn)，還有廣闊的超越人類范圍的啟示：德克薩斯的河流、家庭寵物、海浪之聲、我家花園的泥土。在某種意義上，它們也是我的良師益友。我還必須承認(rèn)，對(duì)我而言，英語(yǔ)也是一位良師益友。但現(xiàn)在，對(duì)于我和說(shuō)英語(yǔ)的世界上的許多其他人來(lái)說(shuō)，我們?cè)缇蛥⑴c進(jìn)了一個(gè)語(yǔ)言學(xué)習(xí)之旅，與謝邦秀的旅程沒有什么不同，只不過(guò)我們是在邁著小步（和在具備能力的情況下邁著大一點(diǎn)的步子）學(xué)習(xí)漢語(yǔ)普通話。是的，我們也聽到了呼喚。是的，我們知道漢語(yǔ)能夠?qū)⑽覀冾I(lǐng)進(jìn)新的世界，領(lǐng)向新的朋友。謝天謝地，在美國(guó)和其他一些說(shuō)英語(yǔ)的國(guó)家，漢語(yǔ)現(xiàn)在也已經(jīng)作為學(xué)校課程在教授。我 16歲的外甥女在美國(guó)首都華盛頓上學(xué)，正在學(xué)習(xí)作為其第二語(yǔ)言的漢語(yǔ)。她聽到了呼喚。她在走進(jìn)一些新的世界。當(dāng)這些新的世界通過(guò)語(yǔ)言學(xué)習(xí)相遇時(shí)，一種人類內(nèi)在深處的希望就可能會(huì)實(shí)現(xiàn)。那就是，在我們的呼喚與回應(yīng)中，伴隨著每一聲 “你好（ ni hao）”，我們開始分享我們的世界，開始為一個(gè)更公正、更可持續(xù)、更和平的世界而共同努力。謝邦秀在幫我們引路。
 
杰伊·麥克丹尼爾 


Calling (from Xie Bangxiu in Wuhan, the PRC) — 
In my case, the learning and teaching of English is a life-long process. As an English learner in China, I’ve gone through a process of “choosing English”, “breaking silence”, “accumulating vocabulary”, “cracking grammatical hard nuts”, “seeking links”, “concluding learning strategies”, “adjusting mentality”, “meeting challenges”, “gaining confidence” and “l(fā)earning from examples”, which has led me to the teaching position, becoming a teacher of English eventually. As a teacher of English in a university, I’m walking through a teacher’s personal and professional growth of “deciding to be or not to be a teacher”, “experiencing balance and balance lost”, “saying No to ‘No!’”, “seeking to break through when feeling trapped”, “encountering CLTA”, “getting to know CLTA”, “applying CLTA” and “going towards FEELS： dancing with English”. 
From my own experience of learning English, I realize that the learning of English should be willingly chosen by learners themselves, rather than imposed upon them by others. To make achievements now and then, to overcome one after another hardships and difficulties step by step, and to enjoy the freedom of communicating with people in English in the long run, it is necessary for an English learner to excavate the advantages in his/her personal characters, hold positive attitude, and keep learning actively, patiently and persistently, for there exist some unavoidable barriers in the process of learning English, like obtaining enough vocabulary, mastering the basic knowledge of the language, acquiring the necessary competence in listening, speaking, reading, writing and communicating, etc. 
In such processes of learning and teaching English in China, I keep traveling back and forth between the cultures of the Chinese and English languages, trying to explore at the joints of the two different cultures a type of curriculum culture between the two, connecting both and enriching both, in which my self tend to become more imaginative and creative through dynamic interaction in the movement of bridging cultural differences. Accepting the two different cultures through a mutually transformational curriculum culture enables me to deal with the issues of self, relation and difference in a fresh light. 
In a sense, English is no longer merely a language to me, but has rather become a part of my life. It opens new doors to worlds different from my own, enabling me to meet with strange people, to see new things, to encounter fresh opportunities, and to learn from other cultures. It helps me build a universe of my own, enabling me to be a responsible worker, to help others, to contribute to the society, to enjoy happy relationships with people and nature around me, and to live a healthy life, both physically and mentally. 
Thanks to my competence in communicating in English fluently, I manage to share with Jay McDaniel. my experiences and feelings of learning and teaching English in different stages of my life. One after another parts of the whole story from me serve well as one after another calls, each of which unfailingly receives a response from him. He makes a comment on each part of the story, appreciating it and revealing its significance from the perspective of education and of process philosophy by posting each part continuously on his process philosophy website (JJB). This book is the product of the calling and responding between us two. 
Since starting and going forward on the journey of learning and teaching English, I’ve been appreciating diverse sceneries, receiving the baptism of the mind, savoring the sweet dew of cultures, experiencing the excitement of matching hearts, and enjoying smooth and unblocked communication … I enjoy such a life of mine even when in adversity at demanding times! I am filled with gratitude to those who have offered me supports of diverse sorts! 
To begin with, I want to express my gratitude to the mentors in my life. I want to say thanks to my father, Xie Yu, a retired high school teacher, for it was he who, with his wisdom as an educator, managed to hold the rhythm and direction at the crucial stages of my growth and thus enable me to go towards English at the right time. I want to say thanks to my mentor of English, Jin Minxiu, a retired high school English teacher, for it was she who led me into the English world, supported me to go through the most demanding stage of accumulating the fundamental knowledge and mastering the basic skills of the English language, and set for me an example of a female English scholar and professional. I want to say thanks to my mentor of pedagogy, Zhao Heling, a retired university professor, for it was he who opened for me the door of the theory of curriculum and instruction in pedagogy, promoted me to reflect on the meaning of my English career, and led me to knock at the door of process philosophy. I want to say thanks to my mentor of process philosophy, the other author of this book, Jay McDaniel, a university professor in the United States, for it was he who patiently and encouragingly listened to my story of learning and teaching English in China, and appreciated it from the perspective of process philosophy, which contributes to the formation and becoming of this book. 
I want to express my gratitude to my kinsfolk： my husband Du Dong, my daughter Du Anna, my mother Yang Jinyan (deceased), my parents in law Du Zhaogui and Zhang Ruixia, my sisters Xie Lijun, Xie Lirong and Xie Bangmei, my sisters in law Du Wei and Du Hui, and my brothers in law Du Liang, Du Jun, Du Yong and Du Hai, my nephews Xie Haikang, Xie Hankang, Li Ankang, Ye Konglong and Liu Tianshi, and my nieces Du Yuchen and Du Jiaxi. Their diligence, adamancy and mutual help in daily life are a kind of quiet support for me to go forward on my journey of pursuing my English career in a care-free way, which contribute to some of my achievements in the career and to the possible becoming of this book. I also want to express my gratitude to all my teachers, classmates, students, co-workers and colleagues, for it is they who have instructed, accompanied, challenged, hardened and supported me to go through the ups and downs in my English life and career, up till today. Last but not least, I want to express my gratitude to Wu Jiang, a professor of editorship of Chemical Industry Press, and his team, for it is they who appreciate the content of this book, approve of its value and eventually agree to have it published. 
As an academic biography of an English professional in China, this book can be of theoretical as well as practical significance to the English education, and more specifically, to the learning, teaching and researching of the English curriculum and instruction in China. It can be employed by education majors as a textbook of the English pedagogy in the theory of curriculum and instruction specialty, by English majors as a textbook of the English teaching methodology course, and by learners and teachers of English in general as a reference or daily reading material. 
I hope my story of learning and teaching English may encourage and help more lovers of English to start their journeys of working at English, and to travel with me… 

Xie Bangxiu 


Responding (from Jay McDaniel in Conway, the USA) — 
As co-author of this book, I think of myself as a respondent more than a caller. In the African-American traditions of the United States, a type of music has emerged called the blues, in which there is always call-and-response. Imagine two people singing a song together, and one person sings a lyric which says “I am singing, can you hear me.” Another person then sings, in response, “Yes I can hear you, and I offer you this response.” The song consists of the voices of both parties, one calling and one responding. At least so it seems. But in truth, it’s never really this simple. This is because when the responder responds, his or her response becomes a call, too. When the caller sings the next lyric, she is responding to his call. And so it goes. 
This book is a result of two people calling and responding to one another. One of them, I myself, am a native English speaker. The other, Bangxiu Xie, is a native Mandarin speaker. We have known each other for more than a few years now, and we have learned much from each other-all the while calling and responding. This might sound like we are equals, but that is not quite true. When it comes to language learning, I can only wish that I had her skills. She is a mentor and an inspiration. She tells the story of how she developed these skills in this book, and as I respond I am also, always, marveling. In the first two paragraphs of this preface, she shares the joys she has received. One of the many sentences that inspire me is as follows： “It opens new doors to worlds different from my own, enabling me to meet with strange people, to see new things, to encounter fresh opportunities, and to learn from other cultures.” Truth be told, Bangxiu Xie’s journey in English language learning “opens new doors to worlds different from my own.” It opens doors of understanding, where I come to understand the life of a friend from China better, recognizing that in some ways her journey is a window into many journeys. I am enriched and stretched by those journeys. Their journeys, in some small way, become my journey, too. That is one reason I am so grateful to her for allowing me to be a partner in this book. 
Of course, as she makes so clear, we “partners” are not islands unto ourselves. We can only exist by the graces of those who have mentored us, helped us, guided us, inspired us, and challenged us. My own mentors and guides include my mother Virginia, my wife Kathy, my sons Jason and Matthew, my colleagues at Hendrix College in Arkansas, my teacher John Cobb. And, I must admit, a very wide range of more-than-human inspirations： rivers in Texas, household pets, the sounds of the ocean surf, the soil of my household garden, they, too, are mentors in a way. And I must also acknowledge that, for me, too, the English language has been a mentor and friend. But now it is long past time to me that I and so many others in English-speaking lands partake a journey not unlike that of Bangxiu Xie, but in our case taking small steps (and larger ones where able) to learn Mandarin. Yes, we hear a call, too. Yes, we know that Chinese can introduce us to new worlds and friends. Thankfully, in some schools in the United States and other English-speaking nations, Chinese is now taught at school levels, too. My own niece, age sixteen as I write this, is learning Chinese as her second language. She goes to school in Washington DC. She’s heard the call. She’s entering into new worlds. As these worlds meet, through language learning, a deeply human hope is realized. It is that, in our calling and responding, we begin to share worlds and work together for a more just, sustainable, and peaceful world, one ni hao at a time. Bangxiu Xie helps lead the way. 

Jay McDaniel

第一部 學(xué)英語(yǔ)  1                                               
Volume Ⅰ Learning English    2                                 

第一章起步，選擇英語(yǔ)       3                                  
Chapter 1 Starting, Choosing English      6                        

第二章開口，打破沉默      10                                  
Chapter 2 Speaking, Breaking Silence       14                     

第三章詞匯，日積月累      19                                  
Chapter 3 Vocabulary, Accumulating Gradually      23                

第四章語(yǔ)法，困于迷宮     27                                   
Chapter 4 Grammar, Trapped in Maze      31                      

第五章反思，尋覓聯(lián)系        36                                
Chapter 5 Reflecting, Seeking Links       39                       

第六章歸納，學(xué)習(xí)有方     42                                   
Chapter 6 Concluding, Learning Strategies       46                  

第七章心態(tài)，關(guān)系重大     51                                   
Chapter 7 Mentality, Mattering Much      54                       

第八章平淡，真正考驗(yàn)      58                                  
Chapter 8 Ordinariness, Real Challenge     61                      

第九章女孩，能學(xué)英語(yǔ)     65                                   
Chapter 9 Girls, Can Learn English       68                        

第十章榜樣，喚出自我       72                                 
Chapter 10 Examples, Calling Out Self     75                       

第二部 教英語(yǔ)     79                                            
Volume Ⅱ Teaching English     80                                

第十一章是否要當(dāng)老師     81                                   
Chapter 11 To Be or Not to Be a Teacher      85                    

第十二章平衡與失衡     91                                     
Chapter 12 Balance and Balance Lost     96                       

第十三章 對(duì)“不！”說(shuō)不！      103                               

Chapter 13 Saying No to “No!”       107                          

第十四章尋求突破    112                                       
Chapter 14 Seeking to Break Through      116                     

第十五章浪漫：遭遇 CLTA        121                           
Chapter 15 Romance：Encountering CLTA        128               

第十六章 精確： CLTA是什么？      136                           
Chapter 16 Precision： What Is CLTA?    147                       

第十七章綜合：應(yīng)用 CLTA      161                              
Chapter 17 Generalization： Applying CLTA      174                  

第十八章走向 FEELS：與英語(yǔ)共舞       188                      

Chapter 18 Going Towards FEELS： Dancing with English       194 

后記英語(yǔ)在今日中國(guó)    202                                     
Postscript English in China Today      211                         

參考文獻(xiàn)   222