| Abstract | 第1-7页 |
| 摘要 | 第7-12页 |
| Introduction | 第12-15页 |
| Chapter 1 Research Background and Present Situation | 第15-23页 |
| ·The Research on TBLT in China and Abroad | 第15-21页 |
| ·Prabhu’s First Attempt | 第15-16页 |
| ·Willis’Classic Theory | 第16-20页 |
| ·The Recent Research on TBLT in China | 第20-21页 |
| ·The Main Themes of Current Study on TBLT | 第21-23页 |
| Chapter 2 Theoretical Bases of TBLT | 第23-52页 |
| ·The Relevant Notions on Task | 第23-41页 |
| ·The Definitions of Task | 第23-25页 |
| ·The Characteristics of Task | 第25-27页 |
| ·Types of Task | 第27-28页 |
| ·Components of Task | 第28-32页 |
| ·Classifications of Task | 第32-36页 |
| ·Tasks, Activities, and Exercises | 第36-41页 |
| ·The Characteristics and Principles of TBLT | 第41-45页 |
| ·Constructivist View | 第45-46页 |
| ·Humanism | 第46-47页 |
| ·The Input Hypothesis | 第47-49页 |
| ·The Affective Filter Hypothesis | 第49-52页 |
| Chapter 3 Implementation of TBLT | 第52-74页 |
| ·Principles for Implementation of TBLT | 第52-56页 |
| ·Principles for Teachers to Adapt Non-task-based Materials | 第56-58页 |
| ·From Principles to Practice | 第58-65页 |
| ·Locating and Designing Goal-oriented Tasks | 第60-63页 |
| ·Language Practice into Tasks | 第63-64页 |
| ·Fluency Activities into Tasks | 第64页 |
| ·Texts as Models for Written Tasks | 第64-65页 |
| ·Stages of Implementing TBLT to the Teaching of College English | 第65-74页 |
| ·The Group Work | 第66-67页 |
| ·The Pre-task | 第67-68页 |
| ·The Task Cycle | 第68-72页 |
| ·The Assessments on Student’s Performance | 第72-74页 |
| Chapter 4 Major Problems and the Countermeasures | 第74-102页 |
| ·A Teaching Experiment | 第74-86页 |
| ·Factors in the Teaching Experiment | 第74-76页 |
| ·Results from the Teaching Experiment | 第76-78页 |
| ·Some Aspects during and after Teaching Research | 第78-86页 |
| ·Reasons for the Problems in the Experiment | 第86-90页 |
| ·The Influence of Culture and Traditional Education System | 第87页 |
| ·Teachers’Beliefs about Learning and Teaching | 第87-88页 |
| ·Learners’Lack of Metacognitive Knowledge | 第88-89页 |
| ·Traditional Approach in Secondary English Education | 第89-90页 |
| ·The Countermeasures to Develop the Affect and Cognitive Factors of Learners | 第90-98页 |
| ·Reducing Anxiety | 第91页 |
| ·Increasing Motivation | 第91-92页 |
| ·Increasing Self-confidence and Self-esteem | 第92页 |
| ·Increasing Student-centeredness in the Language Classroom | 第92-93页 |
| ·Increasing Opportunities for Learners to Develop Higher Order and Critical Thinking Skills | 第93-94页 |
| ·Enhancing Positive Interdependence and Individual Accountability | 第94-98页 |
| ·Evaluation and Attitudes towards Mistakes in the Experiment | 第98-99页 |
| ·The Significance of Evaluation in the Experiment | 第98-99页 |
| ·Attitudes towards Mistakes | 第99页 |
| ·Conclusion about the Experiment | 第99-102页 |
| Conclusion | 第102-110页 |
| 1. The Feasibility of Implementing TBLT | 第102-104页 |
| 2. The Advantages and Disadvantages of TBLT | 第104-106页 |
| 3. Effective Classroom-based Assessment | 第106-108页 |
| 4. Development of the Teacher’s Role | 第108页 |
| 5. Concluding Remarks | 第108-110页 |
| Appendix | 第110-115页 |
| Bibliography | 第115-121页 |
| Acknowledgements | 第121-122页 |
| Resume | 第122页 |
