文摘
英文文摘
声明
Chapter One Introduction
1.1. Status quo of worldwide research on English grammar teaching
1.2. The Purpose and significance of the present study
1.3. The Basic Approach Adopted for the Present Study and its hypothesis
Chapter Two An Overview of Grammar and Grammar Teaching
2.1. What is Grammar?
2.1.1. Definition of grammar
2.1.2. Three dimensions of grammar: form, meaning and use
2.2. The significance of grammar in language and language teaching
2.2.1. The important place of grammar in language
2.2.2. The importance of grammar in L2 or FL instruction
2.2.3. Grammar as a necessary component of English teaching in China
2.3. Questions arising in grammar teaching
2.3.1. The shortcoming of traditional grammar teaching
2.3.2. Current modules of grammar teaching
Chapter Three An Overview of Task-based Teaching Approach and The Context of Chinese Foreign Language Learning and Teaching
3.1. Definition of task
3.2. The features of task and its components
3.2.1. The features of task
3.2.2. Task components
3.3. Task-based Approach
3.3.1. The relevant theories
3.3.2. Characteristics and principles of TBA
3.4. The significance of TBA in English teaching in China
3.4.1. The context of Chinese foreign language teaching and learning
3.4.2. The features for the current English textbooks for senior high school
3.4.3. The advantages of using TBA in China teaching and learning context
Chapter Four Combination of Enabling Tasks and Communicative Tasks in Grammar Teaching
4.1. Enabling tasks and Communicative tasks
4.1.1. Enabling tasks
4.1.2. Communicative tasks
4.1.3. The relationship between "Enabling tasks" and "Communicative tasks"
4.2. The principle of task designing
4.3. Task designing in grammar teaching
4.3.1. The rules of grammar teaching
4.3.2. Effective and less effective ways of grammar teaching
4.3.3. Process of grammar teaching
4.4.Interaction in grammar teaching
4.4.1. Definition of interaction
4.4.2. Two objectives by using interaction to implement tasks in grammar teaching
4.5. Cooperative learning in grammar teaching
Chapter Five Case Study
5.1. Sample design on a task-based grammar teaching
5.1.1. Some basic information about this unit
5.1.2. Teaching procedures
5.2. Summary
Chapter Six An Experimental Study
6.1. An experiment
6.1.1. The aim of the experiment
6.1.2. Procedure
6.1.3. Results and its analysis
6.2. An analysis of the questionnaire
Chapter Seven Conclusion
7.1. Major findings
7.2. Limitations
7.3. Some suggestions for further study
References
Appendix
Acknowledgements
