| Acknowledgements | 第1-8页 |
| Abstract | 第8-11页 |
| 内容摘要 | 第11-13页 |
| Chapter One Introduction | 第13-17页 |
| Chapter Two Literature Review | 第17-29页 |
| ·Task-based language teaching | 第17-20页 |
| ·The concept of "Task" | 第17-20页 |
| ·Differences between real world and pedagogical tasks | 第20页 |
| ·Collaborative learning | 第20-24页 |
| ·Definition of collaborative learning | 第21-23页 |
| ·The basic elements of collaborative learning | 第23-24页 |
| ·The feature of apptying CL to TBLT | 第24-29页 |
| ·The roles of teachers and learners | 第25-27页 |
| ·The content of teaching and learning | 第27页 |
| ·The ways of teaching and learning | 第27-28页 |
| ·The time of teaching and learning | 第28-29页 |
| Chapter Three Theoretical Underlying | 第29-34页 |
| ·The Socio-constructivist theory | 第29-30页 |
| ·Theories of SLA | 第30-32页 |
| ·Communicative Language Teaching | 第32-34页 |
| Chapter Four A Mode of Applying CL to TBLT | 第34-47页 |
| ·Preparation for applying CL to TBLT | 第34-41页 |
| ·Constructing collaborative situation | 第34-38页 |
| ·Gathering information | 第34-35页 |
| ·Grouping students | 第35-36页 |
| ·Strategies in applying CL to TBLT | 第36-38页 |
| ·Designing tasks in applying CL to TBLT | 第38-41页 |
| ·The authenticity principle | 第38-39页 |
| ·Interdependence principle | 第39页 |
| ·The task dependency principle | 第39-40页 |
| ·Focus on form and focus on meaning principle | 第40-41页 |
| ·Teaching procedures | 第41-44页 |
| ·Collaborative learning in pre-class tasks | 第41-42页 |
| ·Collaborative learning in while-class tasks | 第42-44页 |
| ·Collaborative learning in after-class tasks | 第44页 |
| ·Evaluation and grading | 第44-47页 |
| Chapter Five The Study | 第47-55页 |
| ·The hypothesis | 第48页 |
| ·The subjects | 第48-49页 |
| ·The experimental materials | 第49页 |
| ·The teaching materials | 第49页 |
| ·The test materials | 第49页 |
| ·Research procedures | 第49-55页 |
| ·The pre-test | 第50页 |
| ·The questionnaires | 第50-51页 |
| ·The post-test | 第51页 |
| ·Teaching methods | 第51-55页 |
| Chapter Six Data analysis and Findings | 第55-69页 |
| ·Data analysis on the questionnaires and tests | 第55-62页 |
| ·Data analysis on the questionnaires | 第55-60页 |
| ·Data analysis on Questionnaire A | 第55-56页 |
| ·Data analysis on Questionnaire B | 第56-60页 |
| ·Data analysis on the pre-test and post-test | 第60-62页 |
| ·Data analysis on the pre-test | 第61页 |
| ·Data analysis on the Post-test | 第61-62页 |
| ·Findings and discussion | 第62-69页 |
| ·Strengths of applying CL to TBLT | 第62-66页 |
| ·Shifting from teacher-centeredness to leamer-centeredness | 第62-63页 |
| ·More individualized teaching and learning | 第63-64页 |
| ·More language input and output | 第64-65页 |
| ·Nurturing critical thinking | 第65页 |
| ·Easing students' anxiety of learning | 第65-66页 |
| ·Weaknesses of applying CL to TBLT | 第66-67页 |
| ·Disorder of group activities | 第66页 |
| ·Deficiency of time | 第66-67页 |
| ·More challenges to the teacher | 第67页 |
| ·Limitation of the research | 第67-68页 |
| ·Suggestions for further research | 第68-69页 |
| Conclusion | 第69-71页 |
| Bibliography | 第71-75页 |
| AppendixⅠ Questiormaire A英语学习习惯调查问卷 | 第75-77页 |
| AppendixⅡ Questionnaire B英语学习情况调查问卷 | 第77-79页 |
| AppendixⅢ Pre-test高等学校英语应用能力考试B级阅读部分全真试题 | 第79-85页 |
| AppendixⅣ Post-test高等学校英语应用能力考试A级阅读部分全真试题 | 第85-90页 |
