Abstract
摘要
Contents
A List of Tables
Introduction
Chapter One Literature Review
1.1 Task-based language teaching
1.1.1 Definition of task
1.1.2 Components of task
1.1.3 Types of task
1.1.4 Task-based teaching models
1.2 Task-based reading instruction
1.2.1 Theoretical analysis in reading instruction
1.2.2 Strategies in reading instruction
1.2.3 Models in reading instruction
1.3 Pre-task phase and English instruction
1.3.1 Pre-task guidance and English instruction
1.3.2 Pre-task planning and English instruction
1.4 Limitation of previous studies
Chapter Two Theoretic Basis
2.1 Krashen’s Input Hypothesis
2.2 Skehan’s Dual-mode System
2.3 Bruner’s Discovery Learning
2.4 Summary
Chapter Three Methodology
3.1 Research design
3.1.1 Research questions
3.1.2 Research subjects
3.1.3 Research instruments
3.2 Research procedure
3.2.1 Data collection
3.2.2 Data analysis
Chapter Four Results and Discussion
4.1 Results
4.1.1 Effects of the pre-task planning on English reading
4.1.2 Effects of the pre-task planning on English reading with the pre-task guidance
4.2 Discussion
4.2.1 Effectiveness of the pre-task planning
4.2.1 Learners’ psychological factors under the pre-task planning
Conclusion
Bibliography
Appendix A 2013年普通高中英语一年级水平检测试卷
Appendix B Reading Materials
Appendix C Classroom Test
Appendix D Questionnaire on Reading Psychology
Acknowledgments
声明