| Abstract | 第1-6页 |
| 内容提要 | 第6-10页 |
| 1.Introduction | 第10-12页 |
| 2.Q uestionnaire | 第12-15页 |
| ·Design of the Questionnaire | 第12页 |
| ·Description of the Questionnaire | 第12-13页 |
| ·Analysis of the Survey | 第13-15页 |
| ·The Summary to the Survey | 第15页 |
| 3. The Illustrations of Relative Theories | 第15-23页 |
| ·Motivation | 第16-18页 |
| ·Introduction of the Theory of Motivation | 第16页 |
| ·The Reason for Application of Motivation in Assignment Design | 第16-18页 |
| ·The Suggestions for Stimulating the Learners’Motivation in Designing Assignments | 第18页 |
| ·Communicative Language Teaching | 第18-21页 |
| ·Introduction of the Theory of Communicative Language Teaching | 第18-19页 |
| ·The Reason for Application of Communicative Language Teaching Theory in Designing Assignments | 第19-20页 |
| ·The Suggestions for Nuturing Communicative Competence through Well-designed Assignments | 第20-21页 |
| ·Computer Assisted Language Learning | 第21-23页 |
| ·Introduction of the Theory of CALL | 第21-22页 |
| ·The Reason for Application of CALL Theory in Designing Assignments | 第22页 |
| ·The Suggestions for Using the Theory in Assignment Design | 第22-23页 |
| ·Some Existing Problems | 第23页 |
| 4. The Application of Three Relative Theories in Optimizing Traditional English Assignments in Both Oral and Written forms | 第23-27页 |
| ·Oral Assignment | 第23-25页 |
| ·A Brief Introduction | 第23-24页 |
| ·The Explanation for How to Design or Optimize Oral Assignments | 第24-25页 |
| ·Written Assignments | 第25-27页 |
| ·The Definition and The Difference between Written Ones and Writing Ones | 第25-26页 |
| ·The Explanation for the Common Pattern of Written Assignment, and Also the Confusing One---Writing Assignment | 第26-27页 |
| 5. The Application of Three Relative Theories in the Arrangement of Assigning English Tasks | 第27-31页 |
| ·Assign English Tasks before Instructing Knowledge | 第27-28页 |
| ·The Introduction of This Style | 第27页 |
| ·The Requirements of This Style | 第27-28页 |
| ·The Significance of This Style | 第28页 |
| ·Assign English Tasks during Instructing Knowledge | 第28-29页 |
| ·The Introduction of This Style | 第28页 |
| ·The Requirements of This Style | 第28-29页 |
| ·The Significance of This Style | 第29页 |
| ·The Existing Problem in This Style | 第29页 |
| ·Assign English Tasks after Instructing Knowledge | 第29-31页 |
| ·The Introduction of This Style | 第29-30页 |
| ·The Requirements of This Style | 第30页 |
| ·The Suggestion for This Style | 第30-31页 |
| ·Review of These Three Styles | 第31页 |
| 6. The Application of Three Relative Theories in Proposed Well- designed Assignments | 第31-47页 |
| ·The Characteristics of the Well-designed English Assignments | 第31-40页 |
| ·Characterized as Being Interesting | 第32-34页 |
| ·Characterized as Being Interactive | 第34-35页 |
| ·Characterized as Being Comprehensive | 第35-36页 |
| ·Characterized as Being Enlightening | 第36-37页 |
| ·Characterized as Being Practical and Functional | 第37-38页 |
| ·Characterized as Having Definite Purposes | 第38-39页 |
| ·Characterized as Being Variable | 第39-40页 |
| ·Three Questions Existing in the Process of Designing English Assignments. | 第40-44页 |
| ·How to Handle the Relationship between the Quality and Quantity of the Assignment | 第41-42页 |
| ·How to Understand the Significance of the Assianment Checking Or Grading in Feedback | 第42-43页 |
| ·How to View the Assignment Design in Three Different Teaching Methods | 第43-44页 |
| ·The Proposed Types of Assignments According to the Above Requirements | 第44-47页 |
| ·TheType of “Fast Food or Buffet English Assignment” | 第45-46页 |
| ·The Type of “Collaborative and Cooperative English Assignment” | 第46页 |
| ·The Type of “Practical and Social English Assignment” | 第46-47页 |
| ·The Type of “Game English Assignment” | 第47页 |
| 7. Conclusion | 第47-50页 |
| ·Review of This Paper | 第47-48页 |
| ·The Limitation of This Paper and Some Existing Problems in Practice | 第48-50页 |
| References | 第50-52页 |
| Appendix | 第52-53页 |
