文摘
英文文摘
论文说明：List of Tables and Figures、List of Abbreviations
声明
Chapter One Introduction
1.1 Background of the Study
1.2 Statement of Problems
1.3 Rationale of the Study
1.4 Purpose and Method of the Study
1.5 Significance of the Study
1.6 Organization of the Thesis
Chapter Two Literature Review
2.1 Introduction
2.2 Definition of tasks
2.3 Features of TBLT
2.4 Principles for TBLT
2.4.1 The Authenticity Principle
2.4.2 The Form-function Principle
2.4.3 Task Dependency Principle
2.4.4 Learning by Doing
2.4.5 Scaffolding
2.5 Pedagogical Attempts of TBLT application
2.5.1 Previous Proposals to Use TBLT
2.5.2 Real-world Tasks
2.5.3 Structure-oriented Tasks
2.5.4 Implementation of Willis' Framework
2.5.5 Skehan's Task Design for the Cognitive Approach
2.6 Classroom Management of TBLT
2.6.1 Pre-task Stage of TBLT
2.6.2 While-task Stage of TBLT
2.6.3 Post-task Stage of TBLT
2.7 Previous Empirical Studies on TBLT
2.7.1 Empirical Studies on TBLT Abroad
2.7.2 Empirical Studies on TBLT for Middle School/University students in China
2.7.3 Empirical Studies on TBLT in China's HVC
2.8 Research Gaps and Research Questions
2.9 Chapter Summary
Chapter Three Methodology
3.1Introduction
3.2Participants
3.3 Sources of Data
3.4 Data Collection
3.4.1 Designing Survey Questionnaire
3.4.2 The Pre-test
3.4.3 TBLT Used in Experimental Class
3.4.4 Traditional Method Used in Control Class
3.4.5 The Post-test
3.5 Data Analysis
3.6 Chapter Summary
Chapter Four Results and Discussion
4.1 Introduction
4.2 Results and Analysis
4.2.1 Analysis of the Students' Scores and Communicative Abilities
4.2.2 T-test Results and Analysis of the Students' Scores and Communicative Abilities
4.2.3 Analysis of the Students' Interest, Attitude and Self-confidence
4.2.4 T-test Results and Analysis of the Students' Interest, Attitude and Self-confidence
4.3 Discussion
4.3.1 Influence on Students' English Grades and Communicative Abilities
4.3.2 Influence on Students' Interest in English Learning
4.3.3 Influence on Students' Attitude and Self-confidence
4.4 Discrepancies Between Experimental Class and Control Class
4.5 The Advantages of TBLT over Traditional Approach
4.6 Suggestions for an Effective Use of TBLT
4.7 Potential Problems with TBLT
4.8 Chapter Summary
Chapter Five Pedagogical Implications
5.1 Introduction
5.2 Implications for Policy Maker
5.3 Implications for Institutes
5.4 Enlightenment for Teachers
5.5 Enlightenment for Students
5.6 Chapter Summary
Chapter Six Conclusion
6.1 Summary of the Study
6.2 Limitations of the Study
6.3 Suggestions for Future Studies
6.4 Concluding Remarks
References
Appendix
Acknowledgements
