| Acknowledgements | 第1-12页 |
| 1 Introduction: Context and Significance of the Research Problem | 第12-16页 |
| ·Significance of the Research | 第12-13页 |
| ·Research Questions | 第13-14页 |
| ·Background of the Research and Structure of the Paper | 第14-16页 |
| 2 A Lack of Pragmatic Perspective in EFL Reading | 第16-29页 |
| ·Deficiency of Adaptation Resulting from Non-interactive Reading | 第16-22页 |
| ·Bottom-up Approach | 第17-19页 |
| ·Top-down Approach | 第19-20页 |
| ·Dual Coding Theory | 第20-22页 |
| ·Schema Theory | 第22-24页 |
| ·Causes of These Problems | 第24-26页 |
| ·Other Factors | 第26-29页 |
| 3 Reading as an Adaptive Process | 第29-42页 |
| ·The Pragmatic Nature of Reading | 第29-33页 |
| ·Reading is an Adaptable Process | 第33-39页 |
| ·Linguistic Generation of Context | 第33-34页 |
| ·Adaptation at Various Understanding Levels | 第34-38页 |
| ·Dynamic Application of Strategy | 第38-39页 |
| ·Social Construetivism | 第39-42页 |
| 4 A Pragmatic Perspective through Task-based Interactive Reading | 第42-58页 |
| ·Various Adaptations in Task-based EFL Reading | 第42-46页 |
| ·Learners as Knowledge Constructors | 第42-44页 |
| ·Teachers as Mediators | 第44-45页 |
| ·The Role of Task | 第45-46页 |
| ·The Role of Context | 第46页 |
| ·The Nature of Task | 第46-50页 |
| ·Definitions of Task | 第46-48页 |
| ·Components of Task | 第48-50页 |
| ·Rationale for Designing Tasks | 第50-54页 |
| ·Principles of Task Designing | 第50-51页 |
| ·Sequences of Tasks | 第51-53页 |
| ·Task Difficulty | 第53-54页 |
| ·Examples of Task Designing | 第54-56页 |
| ·Pre-reading | 第55页 |
| ·While-reading | 第55-56页 |
| ·Post-reading | 第56页 |
| ·Advantages of this Model | 第56-58页 |
| 5 Conclusion | 第58-68页 |
| ·Evaluation of this Research | 第58-59页 |
| ·Implications for Future Research | 第59-68页 |
