| Acknowledgements | 第5-6页 |
| 摘要 | 第6-10页 |
| Abstract | 第10-13页 |
| List of Abbreviations | 第20-21页 |
| Chapter 1 Introduction | 第21-27页 |
| 1.1 Research Orientation | 第21-22页 |
| 1.2 Significance of the Study | 第22-24页 |
| 1.3 Overview of the Study | 第24-27页 |
| Chapter 2 Theoretical Background | 第27-33页 |
| 2.1 Sociocultural Theory | 第27-30页 |
| 2.1.1 General introduction to sociocultural theory | 第27-28页 |
| 2.1.2 Sociocultural perspectives of teacher learning and teacher education | 第28-30页 |
| 2.2 Complexity Theory | 第30-33页 |
| 2.2.1 General introduction to complexity theory | 第30-31页 |
| 2.2.2 Complex dynamic perspectives of teacher learning and teacher education | 第31-33页 |
| Chapter 3 Literature Review | 第33-66页 |
| 3.1 The Study of Learning to Teach | 第33-38页 |
| 3.1.1 The theoretical perspectives of learning to teach | 第33-34页 |
| 3.1.2 The methodology of the studies in learning to teach | 第34-36页 |
| 3.1.3 Major findings and issues for further studies | 第36-38页 |
| 3.1.4 Summary | 第38页 |
| 3.2 The Study of Teacher Cognition | 第38-50页 |
| 3.2.1 The theoretical perspectives of teacher cognition | 第39-41页 |
| 3.2.2 The methodology of the studies in teacher cognition | 第41-42页 |
| 3.2.3 Major findings and issues for further studies | 第42-49页 |
| 3.2.4 Summary | 第49-50页 |
| 3.3 The Study of Task-Based Language Teaching | 第50-63页 |
| 3.3.1 The definitions of task | 第50-51页 |
| 3.3.2 The types of task | 第51-52页 |
| 3.3.3 TBLT framework | 第52-53页 |
| 3.3.4 TBLT principles and focus-on-form | 第53-55页 |
| 3.3.5 Major findings and issues for further studies | 第55-63页 |
| 3.3.6 Summary | 第63页 |
| 3.4 The Study of Repeated Teaching | 第63-66页 |
| 3.4.1 The meaning of repeated teaching | 第63-64页 |
| 3.4.2 Major findings and issues for further studies | 第64-65页 |
| 3.4.3 Summary | 第65-66页 |
| Chapter 4 Research Methodology | 第66-102页 |
| 4.1 Research Questions | 第66页 |
| 4.2 Research Paradigm | 第66-69页 |
| 4.3 Research Design | 第69-72页 |
| 4.4 Research Context | 第72-77页 |
| 4.5 The Participants | 第77-80页 |
| 4.6 Repeated Teaching as a Researching Method | 第80-83页 |
| 4.7 Analyzing framework | 第83-96页 |
| 4.7.1 The ratings scale of observation framework for teaching and learning | 第83页 |
| 4.7.2 Framework of analysis for teachers' behavior | 第83页 |
| 4.7.3 Framework of analysis for teacher cognition | 第83-84页 |
| 4.7.4 Framework of focus-on-form episodes | 第84-96页 |
| 4.8 Data Collection | 第96-98页 |
| 4.8.1 Classroom observation | 第96页 |
| 4.8.2 Interview | 第96-97页 |
| 4.8.3 Reflective journal | 第97页 |
| 4.8.4 Teaching designs and resources | 第97页 |
| 4.8.5 Metaphor construction | 第97-98页 |
| 4.9 Data Analysis | 第98-100页 |
| 4.9.1 Quantitative analysis | 第98-99页 |
| 4.9.2 Qualitative analysis | 第99-100页 |
| 4.10 Verification | 第100-101页 |
| 4.11 Ethical Considerations | 第101-102页 |
| Chapter 5 Findings | 第102-175页 |
| 5.1 Introduction | 第102页 |
| 5.2 The Learning Process of TBLT Implementation | 第102-117页 |
| 5.2.1 The overall changes in MEd candidates' teaching | 第102-104页 |
| 5.2.2 The features of MEd candidates' teaching performance | 第104-117页 |
| 5.2.3 Summary | 第117页 |
| 5.3 The Difficulties and Strategies | 第117-165页 |
| 5.3.1 Task design | 第119-140页 |
| 5.3.2 Activity management | 第140-156页 |
| 5.3.3 Language management | 第156-165页 |
| 5.4 Teacher Cognition | 第165-175页 |
| 5.4.1 Changes in teacher cognition | 第165-168页 |
| 5.4.2 Attitudes towards learning and implementing TBLT | 第168-170页 |
| 5.4.3 Metaphorical conceptions of learning and teaching | 第170-175页 |
| Chapter 6 Discussion | 第175-191页 |
| 6.1 The Learning Process in Implementing TBLT | 第175-180页 |
| 6.1.1 The development of pedagogical understanding | 第175-177页 |
| 6.1.2 The role of expert teacher educator | 第177-180页 |
| 6.2 The Difficulties in Implementing TBLT | 第180-186页 |
| 6.2.1 Understanding TBLT principles | 第180-182页 |
| 6.2.2 Managing activities/tasks | 第182-184页 |
| 6.2.3 Managing classroom interaction | 第184-186页 |
| 6.3 The Strategies to Deal with Difficulties | 第186-188页 |
| 6.3.1 Learning from repeated teaching | 第186页 |
| 6.3.2 Reading relevant literature | 第186-188页 |
| 6.3.3 Getting feedback from students | 第188页 |
| 6.4 Potential Constraints in TBLT Implementation | 第188-191页 |
| 6.4.1 Traditional cultural values in learning and teaching | 第188-190页 |
| 6.4.2 High-stakes assessments and the influence of school culture | 第190-191页 |
| Chapter 7 Conclusions | 第191-194页 |
| 7.1 Summary of Findings | 第191-192页 |
| 7.2 Implications for Teacher Education | 第192-193页 |
| 7.3 Implications for the Future Study | 第193-194页 |
| References | 第194-209页 |
| Appendix 1 Principles of TBLT | 第209-210页 |
| Appendix 2 Practical teaching protocol of KWL | 第210-215页 |
| Appendix 3 Practical teaching protocol of Question Master | 第215-219页 |
| Appendix 4 Practical teaching protocol of Jigsaw Activity | 第219-225页 |
| Appendix 5 Speaking Test | 第225-226页 |
| Appendix 6 Metaphor Construction | 第226-227页 |
| Appendix 7 A Sample of Metaphor Construction | 第227-228页 |
| Appendix 8 The Rating Scale of Teaching Practice | 第228-229页 |
| Appendix 9 A Sample of Filed Notes | 第229-231页 |
| Appendix 10 Outline of Interview | 第231-232页 |
| Appendix 11 Transcriptions of Interviews | 第232-235页 |
| Appendix 12 A Sample of Reflective Journal | 第235-239页 |
| Appendix 13 A Sample of Teaching Plan | 第239-242页 |
| Appendix 14 Transcription System | 第242-243页 |
| Appendix 15 The Results of Kendall's W Test (n=24) | 第243-244页 |
| Appendix 16 The Results of the Friedman Test | 第244-245页 |
| 作者简历及在学期间所取得的科研成果 | 第245-246页 |
| 后记 | 第246-249页 |
