| 中文摘要 | 第1-5页 |
| Abstract | 第5-10页 |
| Introduction | 第10-12页 |
| Chapter 1 Present situation of rural senior middle school students' speaking ability | 第12-17页 |
| ·Present situation | 第12-13页 |
| ·Analysis of causes | 第13-17页 |
| ·Late starting age | 第13-14页 |
| ·Limited teaching facilities and learning resources | 第14页 |
| ·Less satisfactory teacher quality | 第14-15页 |
| ·Little exposure to idiomatic English | 第15页 |
| ·Insufficient attention and weak motivation | 第15-16页 |
| ·Personality | 第16-17页 |
| Chapter 2 Literature review | 第17-25页 |
| ·The status of 'speaking' in the language teaching history | 第17-18页 |
| ·The relevant research on 'speaking' | 第18-22页 |
| ·The issues of teaching oral communication | 第18-20页 |
| ·The effect of'speaking'on SLA | 第20-22页 |
| ·Interaction of'speaking' and other skills | 第22页 |
| ·The development of TBLT in China | 第22-25页 |
| Chapter 3 An outline of Task-Based Language Teaching | 第25-41页 |
| ·Definition of tasks | 第25-27页 |
| ·Definition of TBLT | 第27-28页 |
| ·Formulating of TBLT | 第28页 |
| ·Rationale of TBLT | 第28-30页 |
| ·Task selection | 第30-34页 |
| ·Task dimensions | 第31-32页 |
| ·Task difficulty | 第32-33页 |
| ·Tasks and negotiation of meaning | 第33页 |
| ·The effects of task selection on language use | 第33-34页 |
| ·Principles of task design | 第34-35页 |
| ·The authenticity principle | 第34页 |
| ·The form-function principle | 第34页 |
| ·The task dependency | 第34-35页 |
| ·The implementation of tasks | 第35-39页 |
| ·Two contrasting approaches | 第35-36页 |
| ·An intermediate position | 第36-39页 |
| ·Merits of a successful task sequence | 第39页 |
| ·The implication of TBLT to the spoken English teaching | 第39-41页 |
| Chapter 4 The ways of improving rural senior middle-school students' speaking ability | 第41-68页 |
| ·Prompting speaking by listening | 第42-46页 |
| ·Feasibility | 第42-43页 |
| ·Authenticity and multi-topic of listening materials | 第43-44页 |
| ·Source of listening materials | 第44-45页 |
| ·Interaction between listening and speaking | 第45-46页 |
| ·Prompting speaking by reading | 第46-48页 |
| ·Exploiting the text | 第46-47页 |
| ·Information-oriented reading | 第47-48页 |
| 4. 3 Establish a reasonable assessment system | 第48-55页 |
| ·Common ways of spoken production assessment | 第49-50页 |
| ·The combination of 'formative' and 'summative' assessment | 第50-51页 |
| ·Communication-based assessment | 第51-55页 |
| ·Designing tasks elaborately | 第55-64页 |
| ·Developing students' competence of using strategies | 第56-59页 |
| ·Using popular culture resources in tasks | 第59-61页 |
| ·Improving spoken tasks based on discourse analysis | 第61-64页 |
| ·Principles of speaking | 第64-68页 |
| Conclusion | 第68-69页 |
| Bibliography | 第69-73页 |
| Acknowledgements | 第73-74页 |
| 原创性声明 | 第74页 |
