| 1 INTRUDUCTION | 第1-12页 |
| ·The Background of the Research | 第9-11页 |
| ·Research Questions | 第11-12页 |
| 2 RATIONALE FOR TASK-BASED LANGUAGE TEACHING AND LEARNING AUTONOMY | 第12-36页 |
| ·Defining Tasks in Foreign language Teaching | 第12-18页 |
| ·Definitions of the Task | 第12-14页 |
| ·Task Components | 第14-15页 |
| ·The Misuse of the Task | 第15-18页 |
| ·Underpinning Theories | 第18-19页 |
| ·The Input Hypothesis | 第18-19页 |
| ·The Interaction Hypothesis | 第19页 |
| ·Nunans’Task Classification | 第19-20页 |
| ·Cognitive Theory in Task | 第20-23页 |
| ·Bruners’Constructivist Theory | 第20页 |
| ·Skehans’Cognitive Approach | 第20-22页 |
| ·Vygotskys’Zone of Proximal Development (ZDP) | 第22-23页 |
| ·Feuersteins’Cognitive Map | 第23页 |
| ·The Syllabus of Task-Based Language Teaching for Junior high School | 第23-31页 |
| ·The Principles on Designing Tasks for the English Classroom | 第24-25页 |
| ·The Framework of Presenting Tasks in the English Classroom | 第25-27页 |
| ·The Features of Task-Based Language Teaching | 第27-28页 |
| ·Steps and Task-Based Syllabus in Designing a Task-Based Activity | 第28-31页 |
| ·Defining learners ’Autonomy | 第31-34页 |
| ·Definitions of autonomy | 第31-33页 |
| ·Autonomy components | 第33-34页 |
| ·Previous studies on Learners Autonomy | 第34-35页 |
| ·The Relations between Learning Autonomy and Applying Task-Based Language Teaching | 第35-36页 |
| 3 IMPLEMENTING TASK-BASED LANGUAGE TEACHING MODEL AND LEARNING AUTONOMY | 第36-53页 |
| ·The Features of the Current Textbooks for Junior English | 第36-37页 |
| ·The obstacles of the Traditional Teaching, the reasons of employing TBLT model | 第37-39页 |
| ·The Traditional Teaching — Five-Step Teaching Model | 第37-38页 |
| ·The Problems in the Traditional Teaching | 第38-39页 |
| ·The Procedures and Ideas in the Development of language Teaching | 第39-40页 |
| ·Learning by Doing vs. Learning by Teaching | 第39-40页 |
| ·Focusing on Meaning vs. Focusing on Form | 第40页 |
| ·The Merits of Task-Based Language Teaching | 第40-41页 |
| ·The Problem in Task-Based Language Teaching | 第41-42页 |
| ·The Application of Task-Based Language Teaching Model in the junior high school | 第42-53页 |
| ·The types of task-based language teaching | 第43-47页 |
| ·Concerns in Implementing the Task-Based Language Teaching Approach | 第47-50页 |
| ·The Principles for Task Design | 第50-51页 |
| ·Towards an Understanding of TBLT Approach | 第51页 |
| ·Developing Learning Autonomy through Task-Based English Teaching | 第51-53页 |
| 4 EXPERIMENT USED IN PRESENT RESEARCH | 第53-66页 |
| ·An Experiment | 第53-58页 |
| ·The objectives of the Experiment | 第54页 |
| ·Procedure | 第54-55页 |
| ·Data collection and analysis | 第55-58页 |
| ·Suggestions on Task-Based Language Teaching | 第58-61页 |
| ·Influential Factors of TBLT Approach to Learner Autonomy | 第58-59页 |
| ·Problems with Task-based Language Teaching | 第59-60页 |
| ·Suitable Types of Tasks of Designing Activities in the English Classroom | 第60-61页 |
| ·Factors Considered in Designing Task Procedures | 第61-64页 |
| ·Foster the Learning Autonomy | 第61-62页 |
| ·Teachers ’Role in English Autonomous Learning of TBLT Approach | 第62页 |
| ·The Requirements of the Task-Based Language Learning | 第62-64页 |
| ·Utility of Multimedia-Assisted Interaction Pattern as the Auxiliary | 第64页 |
| ·Integrating the Strategies-based Instructing with Language Tasks | 第64-66页 |
| 5 CONCLUSIONS | 第66-68页 |
| ·Limitations of the Study | 第66页 |
| ·Findings | 第66-68页 |
| Appendix 1 | 第68-70页 |
| Appendix 2 | 第70-72页 |
| Appendix 3 | 第72-74页 |
| REFERENCE | 第74-78页 |
| 学位论文独创性说明 | 第78页 |
| 学位论文版权使用授权书 | 第78页 |
