| 1. Introduction | 第1-12页 |
| ·Background and the ineffectiveness of traditional approach | 第9-10页 |
| ·Description and analysis of the models influencing current teaching practice | 第10-11页 |
| ·Some teaching models have influenced current teaching practice | 第10-11页 |
| ·National University Entrance Examination affects the language learning | 第11页 |
| ·Research questions | 第11-12页 |
| 2. Theories relevant to the present research | 第12-29页 |
| ·Second language learning theories relevant to the research | 第12-23页 |
| ·Cognitive psychology | 第13-18页 |
| ·Information processing | 第14页 |
| ·Constructivism | 第14-18页 |
| ·Piaget and four developmental stages | 第15-16页 |
| ·George Kelly | 第16-17页 |
| ·Jerame Bruner | 第17-18页 |
| ·Vygotsky and His Social Cognition | 第18页 |
| ·Humanistic Approaches | 第18-22页 |
| ·Erik Erikson | 第18-20页 |
| ·Abraham Maslow | 第20页 |
| ·Carl Rogers | 第20-21页 |
| ·Implications of the Humanist Approach | 第21-22页 |
| ·Social interactionism | 第22-23页 |
| ·Researches of communicative language ability | 第23-29页 |
| ·A brief introduction to the research of reading | 第23-25页 |
| ·Definition of Reading | 第23-24页 |
| ·Reading as an integration of word Recognition and Comprehension | 第24-25页 |
| ·Some process and skills involved in reading comprehension | 第25-27页 |
| ·The reasons of encouraging students to do reading tasks | 第27-29页 |
| 3. Arationale for task-based instruction | 第29-54页 |
| ·The traditional presentation-based approach | 第29-30页 |
| ·The durability of the 3Ps approach | 第29-30页 |
| ·Task-based approaches: definitions and preliminary rationale | 第30-33页 |
| ·Concepts and definitions of task | 第30-31页 |
| ·Justifying the use of tasks | 第31-33页 |
| ·Investigations into task-based instruction | 第33-48页 |
| ·Task dimensions and task difficulty | 第33-38页 |
| ·Selective effects of task characteristics | 第38-46页 |
| ·Research into participants in tasks | 第46-47页 |
| ·Task familiarity | 第47-48页 |
| ·Task-based research: summary and overview | 第48-54页 |
| 4. The Application for classroom practice of task-based teaching | 第54-69页 |
| ·Establishing goals for the reading classroom | 第54页 |
| ·Using Authentic materials | 第54-55页 |
| ·Tasks helping to develop reading ability | 第55-62页 |
| ·The experiment of English task-based teaching in vocational college | 第62-69页 |
| ·The design of the experiment | 第62-65页 |
| ·The result of the experiment and analysis | 第65-66页 |
| ·Discussion about the experiment | 第66-67页 |
| ·Problems in the experiment | 第67-69页 |
| 5. Conclusion and implications for future study | 第69-72页 |
| References | 第72-80页 |
| 学位论文独创性声明 | 第80页 |
| 学位论文版权使用授权书 | 第80页 |
