| 中文摘要 | 第1-3页 |
| Abstract | 第3-4页 |
| 中文文摘 | 第4-6页 |
| Synopsis | 第6-9页 |
| Chapter 1. Introduction | 第9-12页 |
| Chapter 2.Task and Task-Based Language Teaching: From Theoretical Perspective | 第12-30页 |
| ·Definitions of Task | 第12-13页 |
| ·The TBLT | 第13-26页 |
| ·The Advantages of the TBLT over the PPP Approach | 第14-15页 |
| ·The Theoretical Basis for the TBLT | 第15-26页 |
| ·Task Components for Implementing the TBLT | 第26-30页 |
| Chapter3.The Perceptions of the TBLT by Middle School Teachers in Fujian | 第30-49页 |
| ·The Questions to investigate | 第30页 |
| ·The Survey questionnaire | 第30-31页 |
| ·The Participants | 第31页 |
| ·Data Collection | 第31-32页 |
| ·Data Analysis and Research Findings | 第32-49页 |
| ·Teachers have a good Understanding of Task and the TBLT | 第32-33页 |
| ·The Relationship between the TBLT and Communicative Language Teaching Approach | 第33-34页 |
| ·Positive Views on Implementing the TBLT in the Classroom | 第34-35页 |
| ·Psychological Burdens to Teacher as a Facilitator | 第35-37页 |
| ·The appropriateness of the TBLT for Controlling Classroom Arrangements | 第37-39页 |
| ·The TBLT as Group Work Basis and Motivational Traits | 第39-40页 |
| ·Reasons Why Teachers Avoid the TBLT | 第40-49页 |
| Chapter4. Conclusion | 第49-53页 |
| References | 第53-56页 |
| Appendix | 第56-59页 |
| Acknowledgements | 第59页 |
