| Abstract | 第9-10页 |
| 摘要 | 第11-12页 |
| List of Abbreviations | 第12-15页 |
| Chapter One Introduction | 第15-20页 |
| 1.1 Research Background | 第15-17页 |
| 1.2 Research Significance | 第17-18页 |
| 1.3 Research Purpose | 第18-20页 |
| Chapter Two Literature Review | 第20-34页 |
| 2.1 Related Researches of Task Type on English Majors’ Oral Performance Abroad and at Home | 第20-23页 |
| 2.1.1 Related Researches of Task Type on English Majors’ Oral Performance Abroad | 第20-22页 |
| 2.1.2 Related Researches of Task Type on English Majors’ Oral Performance at Home | 第22-23页 |
| 2.2 Related Studies on the Three Aspects of Oral Performance | 第23-30页 |
| 2.2.1 Related Studies on Complexity | 第23-25页 |
| 2.2.2 Related Studies on Accuracy | 第25-27页 |
| 2.2.3 Related Studies on Fluency | 第27-29页 |
| 2.2.4 The Relationship among Complexity, Accuracy and Fluency | 第29-30页 |
| 2.3 Related Studies of Classroom Organization on English Majors’ Oral Performance | 第30-32页 |
| 2.4 Summary | 第32-34页 |
| Chapter Three Theoretical Framework | 第34-42页 |
| 3.1 Vygotsky's Mediation Theory | 第34-37页 |
| 3.2 Long's Interaction Hypothesis | 第37-39页 |
| 3.3 Skehan Limited Attention Hypothesis | 第39-42页 |
| Chapter Four Research Design | 第42-51页 |
| 4.1 Research Questions | 第42页 |
| 4.2 Research Subjects | 第42页 |
| 4.3 Instruments | 第42-48页 |
| 4.3.1 The Instruments of Data Transcription and Analysis | 第42-43页 |
| 4.3.2 Measuring Complexity | 第43-45页 |
| 4.3.3 Measuring Accuracy | 第45-46页 |
| 4.3.4 Measuring Fluency | 第46-48页 |
| 4.4 Task Type and Classroom Organization | 第48-49页 |
| 4.4.1 Task Type | 第48-49页 |
| 4.4.2 Classroom Organization | 第49页 |
| 4.5 Research Process | 第49-51页 |
| Chapter Five Results and Discussion | 第51-74页 |
| 5.1 The Task Type and the Three Aspects of Oral Performance | 第51-58页 |
| 5.1.1 Statistics of the Task Type's Impact on Complexity, Accuracy and Fluency | 第51-55页 |
| 5.1.2 Influences of the Task Type on Complexity, Accuracy and Fluency | 第55-58页 |
| 5.2 The Classroom Organization and the Three Aspects of Oral Performance | 第58-61页 |
| 5.2.1 The Results of the Classroom Organization’s Impact on Complexity, Accuracy and Fluency | 第58-60页 |
| 5.2.2 Influences of the Classroom Organization on Complexity, Accuracy and Fluency | 第60-61页 |
| 5.3 The Interactive Influence | 第61-74页 |
| 5.3.1 General Interactive Influence between Two Task Type and Three Classroom Organizationon Complexity, Accuracy, Fluency | 第61-66页 |
| 5.3.2 Interactive Influence among Two Task Type and Three Classroom Organization | 第66-70页 |
| 5.3.3 Contrasts among Three Classroom Organization | 第70页 |
| 5.3.4 Trade-off Effects among the Three Aspects of Oral Performance | 第70-74页 |
| Chapter Six Conclusion | 第74-77页 |
| 6.1 Findings of the Research | 第74页 |
| 6.2 Implications | 第74-75页 |
| 6.3 Limitations and Suggestions for the Future Study | 第75-77页 |
| References | 第77-80页 |
| Appendix Ⅰ CHAT-CA Transcription | 第80-81页 |
| Appendix Ⅱ Related Results of PRAAT | 第81-83页 |
| Appendix Ⅲ Examples of Related Data in Clan | 第83-86页 |
| Appendix Ⅳ Examples of the Transcriptions’s Modification | 第86-88页 |
| Appendix Ⅴ The Material of the Decision Making Task | 第88-89页 |
| Appendix Ⅵ The Picture of the Narrative | 第89-90页 |
| Appendix Ⅶ Task Type and Task Instructions | 第90-91页 |
| Appendix Ⅷ Planning Guidelines | 第91-92页 |
| Appendix Ⅸ Transcription | 第92-95页 |
| Acknowledgements | 第95页 |
