| Acknowledgements | 第1-11页 |
| 1 Introduction | 第11-16页 |
| ·Background and the ineffectiveness of traditional approaches | 第11-12页 |
| ·Description and analysis of the models | 第12-15页 |
| ·The grammar translation method | 第12-13页 |
| ·The audiolingual method | 第13-14页 |
| ·The PPP method | 第14-15页 |
| ·Research questions | 第15-16页 |
| 2 Relevant theories and researches of speaking | 第16-30页 |
| ·A brief introduction to the research of speaking | 第16-17页 |
| ·The concept of communicative language ability | 第17-18页 |
| ·The components of communicative language ability | 第18-28页 |
| ·Linguistic competence | 第18-19页 |
| ·Pragmatic competence | 第19-22页 |
| ·Discourse competence | 第22-24页 |
| ·Strategic competence | 第24-26页 |
| ·Fluency | 第26-28页 |
| ·The reasons of encourage students to do speaking tasks | 第28-30页 |
| 3 A rationale for task-based instruction | 第30-56页 |
| ·The traditional presentation-based approach | 第30-31页 |
| ·The durability of the 3Ps approach | 第30-31页 |
| ·Task-based approaches: definitions and preliminary rationale | 第31-34页 |
| ·Concepts and definitions of task | 第31-33页 |
| ·Justifying the use of tasks | 第33-34页 |
| ·Investigations into task-based instruction | 第34-49页 |
| ·Task dimensions and task difficulty | 第34-39页 |
| ·Selective effects of task characteristics | 第39-48页 |
| ·Research into participants in tasks | 第48页 |
| ·Task familiarity | 第48-49页 |
| ·Task-based research: summary and overview | 第49-56页 |
| 4 The implications for speaking classroom practice | 第56-68页 |
| ·Talking with students about spoken English | 第56-57页 |
| ·Making accuracy-based practice meaningful | 第57-60页 |
| ·Contextualized practice | 第57-58页 |
| ·Personalizing language | 第58-59页 |
| ·Building awareness of the social use of language | 第59-60页 |
| ·Building confidence | 第60页 |
| ·Activities | 第60-66页 |
| ·Discussions | 第60-61页 |
| ·Speeches | 第61-62页 |
| ·Role plays | 第62-63页 |
| ·Conversations | 第63-64页 |
| ·Audiotaped oral dialogue journals | 第64-65页 |
| ·'Gap' activities | 第65页 |
| ·Other accuracy-based activities | 第65-66页 |
| ·Responding to error during different activities | 第66-68页 |
| 5 Conclusion and implications for future study | 第68-70页 |
| References | 第70-75页 |
