Chapter 1 Related Concepts and Literature Review
1.1 Two Theoretical Study Levels and Some Key Concepts
1.2 Literature Review of Theoretical CEE Studies in China
1.3 Limitations of These Studies
Chapter 2 Habermas' Knowledge-Constitutive Interest Theory and Its Related Studies
2.1 Habermas'Knowledge-Constitutive Interest Theory
2.2 Studies on KCIT and Its Applications in Education at Home and Abroad
2.3 Why Is KCIT Proposed as Foundation?
Chapter 3 Viewing the Nature of CEE Based on KCIT
3.1 A Historical Look of CEE and Its Limitations
3.2 The Nature of CEE Based on KCIT: Language-Based but Human-Centered
3.3 The Nature of CEE Based on Trichotomous KCIT: An Inte-grated Course
Chapter 4 Viewing Educational Objective of College English Curriculum Based on KCIT
4.1 The Current Curriculum Objective
4.2 Instrumental Objective
4.3 Cross-cultural and Social Communicative Objective
4.4 Emancipatory or Critical Reflective Objective
Chapter 5 Relationship between Teachers and Students in CEE: from Binary Opposition to Dialogue and Intersubjectivity
5.1 Subjectivity Philosophy and T-S Binary Opposition in CEE
5.2 Intersubjectivity Philosophy and Habermas' Dialogical Reason
5.3 Language Education, Intersubjective T-S Relationship in CEE under Habermas' Dialogical Reason
Chapter 6 Revelation for Pedagogical Practice of CEE Based on KCIT
6.1 Course Design
6.2 Learning Model
6.3 Instructional Design: An Example
6.4 Teaching Material Selection
Conclusions and Implications
Bibliography
