声明
Table of Contents
Abstract
摘要
Chapter One Introduction
1．1 General description of the study
1．2 Motivations for the study
1．3 Significance of the study
1．4 Overall structure of the thesis
Chapter Two Literature Review
2．1．1 Task-based Reading
2．1．2 English underachievers
2．2 Theoretical bases in this study
2．2．2 Swain’s Output Hypothesis
2．2．3 Gagne’s Information Processing Theory
2．2．4 Weiner’s Attribution Theory
2．3 Related studies on Task-based Reading
2．3．1 Related studies on Task-based Reading in foreign countries
2．3．2 Related studies on Task-based Reading in China
2．4 Comments on related studies on Task-based Reading
Chapter Three Methodology
3．1 Research questions
3．2 Research design
3．2．1 Subjects
3．2．2 Instruments
3．2．3 Data collection
3．2．4 Data analysis
3．3 Ethical issues
Chapter Four Results and Discussion
4．1 Difficulties with Task-based Reading in terms of receptive task
4．1．1 Difficulties with words and phrases
4．1．2 Difficulties with the long and complex sentences
4．2 Difficulties with Task-based Reading in terms of productive task
4．2．1 Difficulties with lexical repetition
4．2．2 Difficulties with synonymy conversion
4．2．3 DifIiculties with summarization
Chapter Five Conclusion
5．1 Major findings
5．2 Pedagogical Implications
5．3 Limitations of the study
5．4 Suggestions for future research
References
Appendixes
攻读学位期间取得的研究成果
Acknowledgements
扬州大学;
