| 摘要 | 第1-7页 |
| Abstract | 第7-10页 |
| Acknowledgements | 第10-14页 |
| I. Introduction | 第14-20页 |
| ·Background of the research | 第14-16页 |
| ·Realities of senior English reading teaching | 第16-17页 |
| ·Significance of the research | 第17-18页 |
| ·Structure of the paper | 第18-20页 |
| II. Literature Review | 第20-57页 |
| ·Task-Based Instruction (TBI) | 第20-35页 |
| ·Development of TBI | 第20-23页 |
| ·Interpretation (definition) of task | 第23-25页 |
| ·Characteristics of TBI | 第25-26页 |
| ·Theory of TBI | 第26-28页 |
| ·Components of tasks and its interpretation | 第28-31页 |
| ·Selective influences of tasks | 第31-33页 |
| ·Three approaches towards TBI | 第33-35页 |
| ·Three models of reading teaching | 第35-40页 |
| ·A brief introduction to the models | 第35-36页 |
| ·Bottom-up model | 第36-37页 |
| ·Top-down model | 第37-38页 |
| ·Interactive model | 第38-40页 |
| ·Comparison between the traditional model and TBI model in reading teaching | 第40-44页 |
| ·Traditional model in reading teaching | 第40-43页 |
| ·Task-Based Instruction in reading teaching | 第43页 |
| ·Comparison between the traditional model and TBI in reading teaching | 第43-44页 |
| ·Willis’task-implementing model in reading teaching | 第44-51页 |
| ·Pre-task phase | 第46-47页 |
| ·Task cycle phase | 第47-48页 |
| ·Language focus phase | 第48-50页 |
| ·Reading tasks | 第50-51页 |
| ·Teacher’s role | 第51-52页 |
| ·Principles of Task design | 第52-55页 |
| ·The authenticity principle | 第53页 |
| ·The form-function principle | 第53-54页 |
| ·The task dependency principle | 第54页 |
| ·Learning by doing | 第54-55页 |
| ·Types of tasks proposed by Willis | 第55-56页 |
| ·Listing | 第55页 |
| ·Ordering and sorting | 第55页 |
| ·Comparing | 第55-56页 |
| ·Problem solving | 第56页 |
| ·Sharing personal experiences | 第56页 |
| ·Creative tasks | 第56页 |
| ·Criteria for good tasks | 第56-57页 |
| III. Research Design | 第57-71页 |
| ·Hypothesis | 第57页 |
| ·Subjects | 第57-58页 |
| ·Experimental instruments | 第58-71页 |
| ·Teaching materials | 第58页 |
| ·Research methods | 第58-71页 |
| ·The pre-test | 第58页 |
| ·The post-test | 第58-59页 |
| ·Questionnaire | 第59页 |
| ·Evaluation instruments | 第59页 |
| ·Classroom Experiment | 第59-71页 |
| IV. Results and Analysis | 第71-76页 |
| ·Results | 第71-72页 |
| ·Results of the pre-test of the experimental class and the controlled class | 第71-72页 |
| ·Results of the post-test of the experimental class and the controlled class | 第72页 |
| ·Results of the questionnaire | 第72页 |
| ·Analysis | 第72-76页 |
| ·Analysis of the information obtained from the pre-test | 第72-73页 |
| ·Analysis of the information obtained from the post-test | 第73-74页 |
| ·Analysis of the information obtained from the post-test questionnaire and the classroom experiment | 第74-76页 |
| V. Discussions | 第76-86页 |
| ·Findings of this study | 第76-80页 |
| ·Advantages of TBI | 第76-79页 |
| ·Disadvantages and problems in employing TBI | 第79-80页 |
| ·Implications of this study | 第80-83页 |
| ·Limitations and suggestions for further research | 第83-84页 |
| ·Solutions to the problems | 第84-86页 |
| VI. Conclusion | 第86-88页 |
| Bibliography | 第88-92页 |
| Appendix I | 第92-94页 |
| Appendix II | 第94-99页 |
| Appendix III | 第99-104页 |
| Appendix IV | 第104-106页 |
| Results of the questionnaire | 第106页 |
