| 中文摘要 | 第1-3页 |
| Abstract | 第3-11页 |
| Chapter 1 Introduction | 第11-19页 |
| ·A Brief Review of Task-based Approach | 第11-15页 |
| ·Learning Burnout | 第15-17页 |
| ·The Definition of Burnout | 第15-17页 |
| ·About Learning Burnout | 第17页 |
| ·Significance of the Study | 第17-18页 |
| ·The Methodology of Research | 第18页 |
| ·The Basic Structure of This Paper | 第18-19页 |
| Chapter 2 Burnout in TBA to English Learning and Its Causes | 第19-55页 |
| ·The Phenomena of Burnout in TBA to English learning | 第19-23页 |
| ·The difficulties-burnout existing in TBA | 第19-21页 |
| ·The Phenomena of Burnout in TBA to English learning | 第21-23页 |
| ·Task Design VS Learning Burnout | 第23-27页 |
| ·The Task Contents VS Learning Burnout | 第23-25页 |
| ·The Input of Task Materials VS Learning Burnout | 第25-27页 |
| ·Task Designers VS Learning Burnout | 第27-38页 |
| ·The Teachers' Ideas VS learning Burnout | 第27-30页 |
| ·The Teachers' Vocational Morality VS Learning Burnout | 第30-33页 |
| ·The Teacher's Professional Qualities VS Learning Burnout | 第33-34页 |
| ·Material Conditions for TBA VS Learning Burnout | 第34-36页 |
| ·Teachers' Job Burnout VS Learning in TBA | 第36-38页 |
| ·The Task-Executors VS Learning Burnout | 第38-55页 |
| ·The Competence of Executors in TBA VS Learning Burnout | 第38-39页 |
| ·Students' Over-anxiety in TBA Class VS Burnout to English Learning | 第39-43页 |
| ·The Learning Attitude and Styles VS Learning Burnout | 第43-46页 |
| ·The Learning Settings VS Learning Burnout | 第46-50页 |
| ·School Overload VS Learning Burnout | 第50-53页 |
| ·Over-expectation from Parents or Teachers VS Learning Burnout | 第53-55页 |
| Chapter 3 Suggested Solutions for Overcoming Learning Burnout | 第55-71页 |
| ·The Task-design Arousing Learners' Interest in Class | 第55-59页 |
| ·Task Contents Designed to Arouse Learners' Interest and Motivation | 第56-57页 |
| ·Tasks Being Suitable for Cooperative Learning in TBA | 第57-59页 |
| ·Task-Designers Being a Facilitator Rather Than Just a Teacher | 第59-64页 |
| ·Being a Facilitator Rather than Only a Teacher or Lecturer | 第59页 |
| ·Meeting the Needs of What Students Would Like Teachers to Be or Do | 第59-61页 |
| ·Helping Learners Establish Their Self-confidence in TBA Learning | 第61-63页 |
| ·Changing Teachers' Roles in TBA | 第63-64页 |
| ·Task-executors Learning to Face Burnout | 第64-66页 |
| ·Grasping Learning Strategies | 第64页 |
| ·Having Proper Attitude to Losing Face and Meeting Frustration | 第64-66页 |
| ·Some Other Means to Decrease Learning Burnout | 第66-71页 |
| ·Decreasing Parents' Over-expectation to Children | 第66-67页 |
| ·Improving Test for TBA | 第67-68页 |
| ·Assigning Students Humanistic Exercises | 第68-71页 |
| Chapter 4 Conclusion | 第71-74页 |
| References | 第74-77页 |
| Appendix Ⅰ 关于高中学生英语学习现状的调查问卷 | 第77-79页 |
| Appendix Ⅱ 中学任务型英语学习中倦怠现象调查表 | 第79-81页 |
| Appendix Ⅲ 任务型英语课堂焦虑测试表 | 第81-83页 |
| Acknowledgements | 第83-84页 |
| 攻读学位期间发表的学术论文 | 第84页 |
