声明
中文详细文摘
英文详细文摘
Chapter One Introduction
1.1 Research orientation
1.1.1 Problems in English teaching in the countryside middle school
1.1.2 Challenge in implementing National English Curriculum
1.2 Rationale for the research
1.3 Research target
1.4 Organization of Thesis
Chapter Two Literature review
2.1 Action research
2.1.1 What is Action Research
2.1.2 Characteristics of Action Research
2.1.3 Types of action research
2.1.4 Why do action research
2.1.5 Action research and teacher development
2.1.6 Action research Development in EFL in China.
2.1.7 How to conduct action research
2.2 Task-Based Language Teaching
2.2.1 What is task
2.2.2 Theoretical background of TBLT
2.2.3 Characteristics of task and TBLT
2.2.4 Components of task
2.2.5 TBLT models
2.2.6 Task design, types and evaluation.
Chapter Three Research design for action research to improve TBLT.
3.1 The reason for implementing the research
3.2 Research method
3.3 Methods and techniques for action research
3.4 Principles of research practice
3.4.1 Researcher as data collecting instrument: the reflective subject
3.4.2 Interpretive research as transactional：keep focus and interface data and developing ideas.
3.4.3 Interpretive research is ethics-in-action: dignity and respect for participants.
3.5 Contents of the project
Chapter Four Data analysis and Discussion
4.1 Preparation for the research project
4.1.1 Teachers understanding towards classroom teaching
4.1.2 Teachers' beliefs about language teaching and learning.
4.1.3 Gap between teaching belief and teaching practice
4.2 Implementation of Task-Based-Language Teaching
4.2.1 Changes in the class
4.2.2 Teachers' change and gain
4.2.3 Students' attitude to Task-Based language teaching
4.3 Summary
Chapter Five Conclusion
5.1 Findings
5.2 Pedagogical implication
5.3 Limitations and suggestions for Future Study
References
Appendix
Acknowledgement
