| Abstract | 第1-4页 |
| 摘要 | 第4-11页 |
| Chapter One Introduction | 第11-17页 |
| ·Significance of the Research | 第11-14页 |
| ·The Rational of the Research | 第14-15页 |
| ·Layout of the Thesis | 第15-17页 |
| Chapter Two Literature Review | 第17-40页 |
| ·The Introduction to Task-based Approaches | 第17-27页 |
| ·The Background of the Upsurge of the Task-based Approaches | 第17-19页 |
| ·What is the Task-based Approach? | 第19-24页 |
| ·Frameworks for Task-based Approaches | 第24-27页 |
| ·The Theoretical Bases of Task-based Approaches | 第27-33页 |
| ·Linguistics Bases | 第27-28页 |
| ·Second Language Acquisition Bases | 第28-31页 |
| ·General Bases from Learning Theory | 第31-33页 |
| ·The Recent Research on the Task-based Approaches in China and Abroad | 第33-40页 |
| ·The Recent Research on the Task-based Approaches Abroad | 第33-36页 |
| ·The Recent Research on Task-based Approaches in China | 第36-40页 |
| Chapter Three Methodology and Research Design | 第40-48页 |
| ·Introduction | 第40页 |
| ·Design of the Research | 第40-48页 |
| ·Research Questions | 第40-41页 |
| ·Subjects and Setting | 第41-42页 |
| ·Instruments | 第42-46页 |
| ·Research Procedures | 第46-48页 |
| Chapter Four The Application of Task-based Approaches in Video Course | 第48-59页 |
| ·Designing Suitable Tasks in Video Course | 第48-52页 |
| ·The Introduction to Video Course | 第48-49页 |
| ·Introduction to the Textbook | 第49-50页 |
| ·Establishment of the Most Favorite Topics in Students’Mind | 第50页 |
| ·Task Design for Video Course | 第50-52页 |
| ·Procedures of the Application of Task-based Approaches in Video Course | 第52-54页 |
| ·Pre-task Phase | 第52-53页 |
| ·During-task Phase | 第53-54页 |
| ·Post-task Phase | 第54页 |
| ·The Assessment on the Students’Performance | 第54-59页 |
| ·The Introduction of Summative Assessment and Formative Assessment | 第55页 |
| ·Using Formative Assessment to Reinforce Task-based Approaches | 第55-59页 |
| Chapter Five Results and Discussion | 第59-89页 |
| ·The Influence of Task-based Approaches on Students’Listening and Speaking Proficiency | 第59-67页 |
| ·Results of the Pretest and Posttest of Listening and Oral Proficiency | 第59-64页 |
| ·Discussion of the Pretest and Posttest of Listening and Oral Proficiency | 第64-67页 |
| ·The Positive Effect of Task-based Approaches on Students’Affective Factors | 第67-81页 |
| ·Learners’Positive Attitudes toward Task-based Approaches | 第67-69页 |
| ·Creating a Joyful and Positive Class Atmosphere | 第69-71页 |
| ·The Development of Students’ Interest and Confidence through Task-based Approaches | 第71-79页 |
| ·The Most Motivating Tasks | 第79-81页 |
| ·The Advantages of Formative Assessment Compared with Summative Assessment | 第81-86页 |
| ·Providing More Rapid, Useful and Overall Feedback | 第81-82页 |
| ·The Effect on Students’Listening and Speaking Proficiency | 第82-86页 |
| ·Enhancing Students’Affective Factors through Formative Assessment | 第86页 |
| ·Summary | 第86-89页 |
| Chapter Six Conclusion | 第89-93页 |
| ·Summary of the Research | 第89-90页 |
| ·Implications for Pedagogy | 第90-91页 |
| ·Motivating Students in Learning English though Task-based Approaches | 第90页 |
| ·Cultivating Students’into Autonomous Learners through Formative | 第90页 |
| ·Establishing Effective Task-based Syllabus | 第90-91页 |
| ·Limitations of the Research | 第91页 |
| ·Recommendations for Future Research | 第91-93页 |
| BIBLIOGRAPHY | 第93-96页 |
| APPENDIX Ⅰ | 第96-97页 |
| APPENDIX Ⅱ | 第97-99页 |
| APPENDIX Ⅲ | 第99-101页 |
| APPENDIX Ⅳ | 第101-102页 |
| ACKNOWLEDGEMENTS | 第102-103页 |
| PUBLISHED PAPERS | 第103页 |
