| Abstract | 第1-9页 |
| 摘要 | 第9-10页 |
| List of Abbreviations | 第10-11页 |
| Chapter 1 Introduction | 第11-15页 |
| ·Background and Aim of this paper | 第11-14页 |
| ·Layout of this paper | 第14-15页 |
| Chapter 2 The Present Situation of TEFL in Junior Middle School | 第15-24页 |
| ·Current Situation of TEFL in China | 第15-18页 |
| ·A New Teaching Approach: Task-based Language Teaching (TBLT) | 第18-22页 |
| ·Definition of a task | 第18-19页 |
| ·The Rationale for Task-based Approach | 第19-20页 |
| ·A Framework for TBLT | 第20-21页 |
| ·Principles for Task-based Instruction | 第21页 |
| ·Student-centred Task-based Model | 第21-22页 |
| ·The implementation of TBLT in China | 第22-24页 |
| Chapter 3 Feasibility of Multimedia-Network used in Junior English Teaching | 第24-45页 |
| ·Review of Computer-Assisted Language Learning (CALL) | 第24-32页 |
| ·Brief History of CALL | 第24-28页 |
| ·Application of CALL | 第28-31页 |
| ·Computer As Tutor | 第29-30页 |
| ·Computer As Stimulus | 第30-31页 |
| ·Computer As Tool | 第31页 |
| ·Advantages of CALL | 第31-32页 |
| ·The Theoretical Support for CALL | 第32-38页 |
| ·A New Teaching Theory: Social Constructivism | 第32-35页 |
| ·Situated Learning and Authentic Tasks | 第35-36页 |
| ·A Social Constructivist Model | 第36-38页 |
| ·Material Basis | 第38-40页 |
| ·Components of multimedia | 第38-39页 |
| ·The Internet | 第39-40页 |
| ·Applications of Multimedia-Network to language learning | 第40-42页 |
| ·The Prevalence of Computers Both at school and at home | 第42-43页 |
| ·Multimedia-Network: the Bridge Between New Teaching Theory and Teaching Practice | 第43-45页 |
| Chapter 4 Research Design | 第45-58页 |
| ·The purpose of this research | 第45页 |
| ·Research Procedures | 第45-48页 |
| ·Research Questions | 第45-46页 |
| ·Research Setting: Multimedia-Network communication setting and traditional setting | 第46-47页 |
| ·Design of the Experiment | 第47-48页 |
| ·Teaching materials | 第47页 |
| ·Subjects | 第47-48页 |
| ·Instructional Procedures | 第48-55页 |
| ·The Pre-test | 第48页 |
| ·The Questionnaire Survey | 第48-49页 |
| ·Differences in the Teaching of the two Classes | 第49-54页 |
| ·Process in the EC | 第49-52页 |
| ·Process in the CC | 第52-54页 |
| ·The Post-test | 第54-55页 |
| ·Data Collection | 第55页 |
| ·Data Analysis | 第55-58页 |
| Chapter 5 Findings and Discussion | 第58-61页 |
| ·Findings | 第58-59页 |
| ·Discussion | 第59-61页 |
| Chapter 6 Implications and Conclusion | 第61-67页 |
| ·Implications | 第61-64页 |
| ·TBLT has many advantages | 第61-62页 |
| ·Teacher’s roles will change | 第62页 |
| ·Students’roles will change correspondingly | 第62-63页 |
| ·Building on learners’ interest | 第63页 |
| ·Assessment and TBLT | 第63-64页 |
| ·Conclusion | 第64-67页 |
| Appendix | 第67-72页 |
| Bibliography | 第72-76页 |
| 攻读学位期间发表的学术论文目录 | 第76-77页 |
| Acknowledgements | 第77页 |
