文摘
英文文摘
学位论文独创性声明及学位论文版权使用授权书
ACKNOWLEDGEMENTS
1. Introduction
1.1 Background and the ineffectiveness of traditional approaches
1.2 Deseription and analysis of the models
1.2.1 The grammar translation method
1.2.2 The audiolingual method
1.2.3 The PPP method
1.3 Research questions
2. Relevant theories and researches of speaking
2.1 A brief introduction to the research of speaking
2.2 The concept of communicative language ability
2.3 The components of communicative language ability
2.3.1 Linguistic competence
2.3.2 Pragmatic competence
2.3.3 Discourse competence
2.3.4 Strategic competence
2.3.5 Fluency
2.4 The reasons of encourage students to do speaking tasks
3. A rationale for task-based instruction
3.1 The traditional presentation-based approach
3.1.1 The durability of the 3Ps approach
3.2 Task-based approaches: definitions and preliminary rationale
3.2.1 Concepts and definitions of task
3.2.2 Justifying the use of tasks
3.3 Investigations into task-based instruction
3.3.1 Task dimensions and task difficulty
3.3.2 Selective effects of task characteristics
3.3.3 Research into participants in tasks
3.3.4 Task familiarity
3.4 Task-based research: summary and overview
4. The implications for speaking classroom practice
4.1 Talking with students about spoken English
4.2 Making accuracy-based practice meaningful
4.2.1 Contextualized practice
4.2.2 Personalizing language
4.2.3 Building awareness of the social use of language
4.2.4 Building confidence
4.3 Activities
4.3.1 Discussions
4.3.2 Speeches
4.3.3 Role plays
4.3.4 Conversations
4.3.5 Audiotaped oral dialogue journals
4.3.6 ‘Gap' activities
4.3.7 Other accuracy-based activities
4.4 Responding to error during different activities
5. Conclusion and implications for future study
References
