| Chapter 1 Introduction | 第1-19页 |
| 1．1 Research Questions | 第12-13页 |
| 1．2 The Research on the Task-Based Teaching in China and Abroad | 第13-19页 |
| 1．2．1 Prabhu's First Attempt | 第13-14页 |
| 1．2．2 Willis' Classic Theory | 第14-17页 |
| 1．2．3 The Recent Research on the TBLT in China | 第17-19页 |
| Chapter 2 Theoretical Bases of the Task-based teaching (TBLT) | 第19-28页 |
| 2．1 The Definition, Type and Component of Task | 第19-23页 |
| 2．1．1 The definitions of task | 第19-20页 |
| 2．1．2 Task Types | 第20页 |
| 2．1．3 Task Components | 第20-23页 |
| 2．2 Constructivist view (Basic assumption) | 第23-24页 |
| 2．3 Humanism | 第24-25页 |
| 2．4 The input hypothesis | 第25-26页 |
| 2．5 The Affective Filter Hypothesis | 第26-28页 |
| Chapter 3 The Implementation of the Task-based Approach | 第28-41页 |
| 3．1 The Adapting Non-Task-Based Materials to Fit a Task-Based Framework | 第28-29页 |
| 3．1．1 Three principles for teachers to adapt non-task-based materials | 第28-29页 |
| 3．2 From principles to practice | 第29-34页 |
| 3．2．1 Locating and Designing Goal-oriented Tasks | 第31-33页 |
| 3．2．2 Language practice into tasks | 第33页 |
| 3．2．3 Fluency activities into tasks | 第33-34页 |
| 3．2．4 Texts as models for written tasks | 第34页 |
| 3．3 The stages of implementing the TBL approach to the teaching of College English | 第34-41页 |
| 3．3．1 Group Work as the Form | 第36页 |
| 3．3．2 The Introduction to the Task (Pre-Task) | 第36-37页 |
| 3．3．3 The task cycle | 第37-39页 |
| 3．3．4 The Assessments on the Student's Performance | 第39-41页 |
| Chapter 4 A Teaching Experiment | 第41-50页 |
| 4．1 Research Design | 第41-42页 |
| 4．1．1 Participants | 第41页 |
| 4．1．2 Instruments | 第41页 |
| 4．1．3 Procedure | 第41-42页 |
| 4．2 Results From the Research | 第42-44页 |
| 4．2．1 Data From the Questionnaire Before the Teaching Treatment | 第42-44页 |
| 4．3 The results collected during and after teaching research | 第44-50页 |
| 4．3．1 Learners'and teacher's role | 第44-45页 |
| 4．3．2 Motivation, anxiety, attitudes, cognitive degree and self-esteem | 第45-47页 |
| 4．3．3 Points to consider | 第47-50页 |
| Chapter 5 Discussion | 第50-61页 |
| 5．1 Causes for the problems among College English students in L2 learning | 第50-52页 |
| 5．1．1 The influence of culture and traditional education system | 第50页 |
| 5．1．2 Teachers' beliefs about learning and teaching | 第50-51页 |
| 5．1．3 Learners' lack of metacognitive knowledge | 第51-52页 |
| 5．1．4 Traditional approach in teaching and learning in secondary English education | 第52页 |
| 5．2 An explanation to the results of the comparison between the two groups | 第52-57页 |
| 5．2．1 The development of the affect and cognitive factors of learners | 第53-57页 |
| 5．3 Problems in TBL classroom | 第57-58页 |
| 5．3．1 Evaluation | 第57-58页 |
| 5．3．2 Attitudes towards mistakes | 第58页 |
| 5．4 Conclusion | 第58-61页 |
| Chapter 6 Conclusion | 第61-67页 |
| 6．1 The feasibility of implementing TBLT | 第61-62页 |
| 6．2 The advantage and disadvantage of TBLT | 第62-64页 |
| 6．3 Effective classroom-based assessment | 第64-65页 |
| 6．4 Teacher development | 第65页 |
| 6．5 Concluding remarks | 第65-67页 |
| Bibliography | 第67-71页 |
| Appendix | 第71-75页 |
| Paper Published and Projects During 2002-2005 | 第75页 |
