| 摘要 | 第1-5页 |
| Abstract | 第5-9页 |
| Abbreviations | 第9页 |
| List of Figures | 第9页 |
| List of Tables | 第9-11页 |
| 1 Introduction | 第11-14页 |
| ·ELT material development and evaluation | 第11-12页 |
| ·Thesis orientation | 第12-13页 |
| ·Overall structure of the thesis | 第13-14页 |
| 2 Literature Review | 第14-30页 |
| ·Theoretical review of the approaches to ELT material design | 第14-20页 |
| ·Structural materials | 第14-15页 |
| ·Communicative materials | 第15-16页 |
| ·Integrated materials | 第16页 |
| ·Syllabus theories | 第16-18页 |
| ·The National English Syllabus | 第18-20页 |
| ·Theoretical review of the approaches to ELT material evaluation | 第20-25页 |
| ·Approaches to ELT material evaluation | 第20-22页 |
| ·Task evaluation in ELT materials | 第22-25页 |
| ·Task in the pedagogical context | 第25-30页 |
| ·Task defined in the pedagogical context | 第25-27页 |
| ·Task researches | 第27-28页 |
| ·The Task-Based Language Teaching (TBLT) and Learning | 第28-30页 |
| 3 Preliminary Evaluation | 第30-41页 |
| ·Textbooks under evaluation | 第30-31页 |
| ·Evaluation design | 第31页 |
| ·Instruments | 第31-32页 |
| ·Task types found in the two sets of coursebooks | 第32页 |
| ·Overall analysis of the task types | 第32-37页 |
| ·Further analysis | 第37-41页 |
| ·The extent to which these task types promote communicative use of the language learned | 第37-38页 |
| ·The extent to which these task types meet students' needs | 第38-41页 |
| 4 In-use Evaluation | 第41-55页 |
| ·Evaluation design | 第41-42页 |
| ·Subject | 第41页 |
| ·Instruments and procedures | 第41-42页 |
| ·Data analysis | 第42-51页 |
| ·Frequency analysis of the students' views on the frequently adopted classroom procedure (FACP) | 第42-44页 |
| ·Frequency analysis of the students' views on the pedagogical value(s) of the tasks evaluated | 第44-46页 |
| ·Analysis of variance (ANOVA) concerning the interest and usefulness of the tasks evaluated | 第46-49页 |
| ·Analysis of the free responses from the students | 第49-50页 |
| ·Analysis of the feedback from the teachers | 第50-51页 |
| ·Results and discussions | 第51-55页 |
| ·Lack of cooperative learning | 第51-52页 |
| ·Lack of variety and communicative principle in task design | 第52页 |
| ·Emphasis on the development of the integrated skills | 第52-53页 |
| ·Bearing learning value in the tasks designed | 第53-55页 |
| 5 Conclusion | 第55-57页 |
| ·Findings | 第55页 |
| ·Implications | 第55-56页 |
| ·Limitations | 第56-57页 |
| Bibliography | 第57-60页 |
| Appendix I Questionnaire A | 第60-65页 |
| Appendix II Questionnaire B | 第65-72页 |
| Appendix III Questionnaire C | 第72-74页 |
| Appendix IV Definition of terms in the Task Analysis Sheet | 第74-77页 |
| Publications during MA Study | 第77-78页 |
| Acknowledgement | 第78-79页 |
