声明
Contents
Abstract
摘要
List of Figures
List of Tables
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Language and Culture
2.1.1 Language
2.1.2 Culture
2.1.3 The relationship between language and culture
2.1.4 Culture teaching
2.2 Intercultural Communication
2.3 Communicative Competence
2.3.1 Intercultural sensitivity
2.3.2 Instruments for assessing intercultural sensitivity
2.4 Culture Teaching With TBLT Home and Abroad
2.4.1 Recent studies abroad
2.4.2 Recent studies in China
Chapter Three Theoretical Framework
3.1 Interactionism
3.1.1 The definition of ‘interaction’
3.1.2 Long’s interaction hypothesis
3.2 A Brief Introduction to Task-based Language Teaching
3.2.1 The definition of ‘task’
3.2.2 Varieties of tasks
3.2.3 Principles for the implementation of task-based approach
3.2.4 Framework of Willis’ model for TBLT and the purpose of each stage
Chapter Four Methodology
4.1 Research Questions
4.2 Subjects
4.3 Instrument
4.4 Lesson Plans of Culture Teaching
4.4.1 Example of teaching with TBLT
4.4.2 Example of teaching with traditional method
4.5 Comparison Between TBLT and the Traditional Language Teaching
4.6 Data Collection and Analysis
Chapter Five Results and Discussions
5.1 The Overall Picture of Non-English Majors’ Intercultural Sensitivity
5.2 The Effects of Culture Teaching with TBLT on Non-English Majors’ Intercultural Sensitivity
5.2.1 The results of pre-test
5.2.2 The results of post-test
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications
6.3 Limitations and Suggestions
Bibliography
Appendix A Intercultural Sensitivity Scale
Appendix B The Pre- and Post-experimental Questionnaires
Acknowledgements