| 独创性声明 | 第1-7页 |
| Acknowledgements | 第7-8页 |
| Abstract | 第8-10页 |
| 摘要 | 第10-12页 |
| List of Figures and Tables | 第12-13页 |
| List of Abbreviations | 第13-14页 |
| 1 Introduction | 第14-17页 |
| ·The problems in reading | 第15-16页 |
| ·The purposes and significance of the study | 第16-17页 |
| 2 The Overview on Reading in FL Context and in L1 Context | 第17-20页 |
| ·FL learning andL1 acquisition | 第17-18页 |
| ·The differences between FL reading and L1 reading | 第18-19页 |
| ·The relationships between FL reading and L1 reading | 第19-20页 |
| 3 Literature Review | 第20-56页 |
| ·Definitions of key terms | 第20-24页 |
| ·Reading | 第20-22页 |
| ·Reading competence | 第22页 |
| ·Model and the model of teaching and learning | 第22页 |
| ·Task | 第22-24页 |
| ·Task-based teaching and learning | 第24页 |
| ·The model of task-based reading | 第24页 |
| ·Theoretical background | 第24-35页 |
| ·Influences of psychology, linguistics, psycholinguistics and sociolinguistics in language teaching | 第24-25页 |
| 3. 2. 1. 1 The influences of behaviorism and structuralism | 第24-25页 |
| 3. 2. 1. 2 The influences of cognitive psychology | 第25页 |
| 3. 2. 1. 3 The influences of sociolinguistics | 第25页 |
| ·Perspectives of different reading models | 第25-29页 |
| 3. 2. 2. 1 Traditional perspectives--Bottom-up model | 第25-26页 |
| 3. 2. 2. 2 The psycholinguistic perspective--Top-down model | 第26-27页 |
| 3. 2. 2. 3 Cognitive perspective--The schema theory | 第27页 |
| 3. 2. 2. 4 The interactive perspective | 第27-28页 |
| 3. 2. 2. 5 The cognitive and social perspective--Transactional model | 第28-29页 |
| ·Limitations of the reading theories and models | 第29-31页 |
| ·The model of task-based teaching and learning | 第31-35页 |
| 3. 2. 4. 1 The present situation | 第31-32页 |
| 3. 2. 4. 2 The trends of research on task-based teaching and learning | 第32-33页 |
| 3. 2. 4. 3 The significance of the model of task-based teaching and learning | 第33-34页 |
| 3. 2. 4. 4 Task components | 第34-35页 |
| 3. 2. 4. 5 The procedures of task-based teaching and learning | 第35页 |
| ·On the model of task-based reading and teaching reading in SEFC classrooms | 第35-56页 |
| ·The development of typical models of teaching reading | 第35-39页 |
| 3. 3. 1. 1 The traditional model | 第35页 |
| 3. 3. 1. 2 Question-and-answer model | 第35-36页 |
| 3. 3. 1. 3 The model of treating the text as a whole | 第36-37页 |
| 3. 3. 1.4 The three-stage model | 第37-39页 |
| ·The construction of task-based model of teaching reading | 第39-56页 |
| 3. 3. 2. 1 The theoretical foundation | 第39-40页 |
| 3. 3. 2. 2 The task components of reading | 第40-46页 |
| 3. 3. 2. 3 The procedure | 第46-51页 |
| 3. 3. 2. 4 Reading skills | 第51-53页 |
| 3. 3. 2. 5 Assessment in the model of task-based reading activities | 第53-55页 |
| 3. 3. 2. 6 The principles of task design | 第55-56页 |
| 4 The design of the experiment | 第56-70页 |
| ·The rationale | 第56-61页 |
| ·Introduction | 第56页 |
| ·Broardbent's Filter Theory (Child, 1986:66-8) | 第56-59页 |
| ·Input Hypothesis, Interactionist View and Output Hypothesis | 第59-61页 |
| ·The hypotheses | 第61-62页 |
| ·The experiment | 第62-64页 |
| ·Purpose | 第62页 |
| ·Subjects | 第62页 |
| ·Materials and instruments | 第62-63页 |
| ·Method and procedure | 第63-64页 |
| ·Data analysis and discussion | 第64-70页 |
| ·Descriptive statistics of pre-test, mid-test and pot-test | 第64-67页 |
| ·Descriptive statistics of the questionnaire investigation | 第67-70页 |
| 5 Conclusion | 第70-73页 |
| ·Conclusion | 第70页 |
| ·Limitations and implications | 第70-73页 |
| ·Limitations | 第70-71页 |
| ·Implications | 第71-73页 |
| Bibliography | 第73-77页 |
| Appendix 1: A Sample of Reading Material | 第77-79页 |
| Appendix 2: A questionnaire | 第79-80页 |
| Appendix 3: Test Data for the Experimental and the Control Classes | 第80-81页 |
