文摘
英文文摘
Chapter One Introduction
1.1 Background of the Research
1.2 Significance of the Research
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Defining Task
2.1.1 Definitions of Task
2.1.2 Components of Task
2.1.3 Characteristics of Task
2.1.4 Types of Task
2.2 The Traditional PPP Approach
2.3 Defining Task-based Language Teaching
2.3.1 Definition of Task-based Language Teaching
2.3.2 Characteristics of Task-based Language Teaching
2.3.3 Framework of Task-based Language Teaching
2.3.4 Three Pedagogic Goals for Task-based Language Teaching
2.3.5 Principles of Task-based Language Teaching
2.4 The Roles of Teachers and Learners in TBLT
2.4.1 The Roles of Teachers
2.4.2 The Roles of Learners
2.5 Task Design
2.6 Evaluation of Task-based Language Teaching
2.7 Defining English Application Ability
2.8 Task-based Language Teaching At Home and Abroad
2.9 Summary
Chapter Three Rationale for Task-based Language Teaching
3.1 Second Language Acquisition Theory
3.2 Social Interactionism
3.2.1 The Theory of Michael Long
3.2.2 The Theory of Lev Vygotsky
3.2.3 The Theory of Feuerstein
3.3 Social Constructivism
3.3.1 The Theory of George Kelly
3.3.2 The Theory of Piagct
3.3.3 The Theory of Jerome Brunet
3.3.4 A Social Constructivist Model of Williams and Burden
3.4 New Syllabus for Vocational School
Chapter Four Research Design and Methodology
4.1 Objectives
4.2 Research Questions
4.3 Subjects
4.4 Instruments
4.4.1 Language Tests
4.4.2 Questionnaire
4.4.3 Pilot Study
4.5 Procedures
4.5.1 Prc-task
4.5.2 The Task Cycle
4.5.3 Post-task-Language Focus
Chapter Five Results and Data Analysis
5.1 The Results of Pre-test
5.2 The Results of Post-test
5.3 The Results of Questionnaire
5.4 Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications
6.3 Limitations
6.4 Suggestions for Further Research
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements
