| CHINESE ABSTRACT | 第4-5页 |
| ENGLISH ABSTRACT | 第5页 |
| ACKNOWLEGMENMENTS | 第8-9页 |
| LIST OF TABLES AND FIGURES | 第9-10页 |
| Chapter I Introduction | 第10-14页 |
| 1.1 The Background of the Research | 第10-11页 |
| 1.2 Significance of the Present Research | 第11-14页 |
| Chapter Ⅱ Theoretical Basis for Language Learning Strategies and Language Learning Styles | 第14-20页 |
| 2.1 Research on language learning strategies | 第14-18页 |
| 2.1.1 Definition of language learning strategies | 第14-15页 |
| 2.1.2 Classification of language learning strategies | 第15-17页 |
| 2.1.3 A strategy relative to the present research: cooperative learning strategy | 第17-18页 |
| 2.2 Research on language learning styles | 第18-20页 |
| 2.2.1 Definition of learning styles | 第18页 |
| 2.2.2 Four types of learners | 第18-20页 |
| Chapter Ⅲ Interaction in ELT Classroom | 第20-35页 |
| 3.1 The relationship between classroom interaction and second language learning | 第20-21页 |
| 3.1.1 Second language learning in the communicative classroom | 第20页 |
| 3.1.2 The effect of interaction on acquisition | 第20-21页 |
| 3.2 Communicative activities: some general considerations | 第21-24页 |
| 3.2.1 Purposes of communicative activities | 第21-22页 |
| 3.2.2 Learner-centered activities | 第22-23页 |
| 3.2.3 Types of communicative activities | 第23-24页 |
| 3.3 Learner interactional patterns | 第24-25页 |
| 3.4 Necessary elements in ELT classroom | 第25-28页 |
| 3.5 Grouping for classroom interaction | 第28-32页 |
| 3.6 Previous studies on group learning strategies | 第32-35页 |
| 3.6.1 Definition of group work | 第32页 |
| 3.6.2 Merits | 第32-35页 |
| Chapter Ⅳ Task-based Language Teaching Rationale and Principles | 第35-53页 |
| 4.1 Task defined and described | 第35-42页 |
| 4.1.1 Definition of the “Task” | 第35-37页 |
| 4.1.2 Components Involved in the Task | 第37-39页 |
| 4.1.3 Misunderstandings and deviations existing in TBLT | 第39-42页 |
| 4.2 Nunans’task classification | 第42-44页 |
| 4.3 Viewing tasks from a cognitive perspective | 第44-47页 |
| 4.3.1 Bruners’constructivist theory | 第44页 |
| 4.3.2 Skehans’cognitive approach | 第44-46页 |
| 4.3.3 Vygotskys’zone of proximal development (ZDP) | 第46-47页 |
| 4.3.4 Feuersteins’cognitive map | 第47页 |
| 4.4 The syllabus of task-based language teaching | 第47-52页 |
| 4.4.1 The principles on designing tasks for the English classroom | 第49-50页 |
| 4.4.2 The framework of presenting tasks in the English classroom | 第50-52页 |
| 4.5 The features of task-based language teaching | 第52-53页 |
| Chapter Ⅴ The Present Study | 第53-66页 |
| 5.1 Research questions and hypothesis for the study | 第53页 |
| 5.2 Methodology | 第53-56页 |
| 5.3 Results | 第56-66页 |
| Chapter Ⅵ Conclusions and Implications | 第66-69页 |
| 6.1 Conclusion of the study | 第66-67页 |
| 6.2 Limitations of the study | 第67-68页 |
| 6.3 Recommendations for further research | 第68-69页 |
| References | 第69-74页 |
| Appendix A | 第74-75页 |
| Appendix B | 第75页 |
