| Acknowledgements | 第5-6页 |
| 摘要 | 第6-7页 |
| Abstract | 第7-8页 |
| Chapter 1 Introduction | 第11-15页 |
| 1.1 Background of the research | 第11-12页 |
| 1.2 Purpose and significance of the research | 第12-13页 |
| 1.3 Organization of the thesis | 第13-15页 |
| Chapter 2 The Input Hypothesis and critical views of Input Hypothesis | 第15-28页 |
| 2.1 Introduction of Krashen‘s Input Hypothesis | 第15-19页 |
| 2.1.1 The Acquisition-learning Hypothesis | 第15-16页 |
| 2.1.2 The Natural Order Hypothesis | 第16页 |
| 2.1.3 The Monitor Hypothesis | 第16-17页 |
| 2.1.4 The Input Hypothesis | 第17-18页 |
| 2.1.5 The Affective Filter Hypothesis | 第18-19页 |
| 2.2 Evidence supporting the Input Hypothesis | 第19-23页 |
| 2.2.1 Caretaker speech | 第20-21页 |
| 2.2.2 Teacher talk, foreigner talk | 第21-22页 |
| 2.2.3 Age differences | 第22-23页 |
| 2.3 Critical views towards the Input Hypothesis | 第23-28页 |
| 2.3.1 Issues related to subconscious acquisition and conscious learning | 第23-24页 |
| 2.3.2 Is the comprehensible input the decisive element in second language acquisition | 第24-25页 |
| 2.3.3 Is interaction necessary for second language acquisition | 第25-27页 |
| 2.3.4 Is comprehensible output necessary | 第27-28页 |
| Chapter 3 Issues related to task | 第28-41页 |
| 3.1 Task-based Language Teaching | 第28-30页 |
| 3.2 Origin and development of task | 第30-33页 |
| 3.2.1 The development of communicative language | 第30-31页 |
| 3.2.2 Communicative activities and tasks | 第31-32页 |
| 3.2.3 The use of ―task‖ in general language teaching | 第32-33页 |
| 3.3 The definition of task | 第33-36页 |
| 3.4 Types of tasks | 第36-39页 |
| 3.4.1 Information-gap task | 第37-38页 |
| 3.4.2 Reasoning-gap task | 第38页 |
| 3.4.3 Opinion-gap task | 第38-39页 |
| 3.5 The relationship between task and second language acquisition | 第39-41页 |
| Chapter 4 Principles of task design and task monitoring | 第41-56页 |
| 4.1 Principles of task design | 第41-48页 |
| 4.1.1 Tasks require clear objectives | 第42-43页 |
| 4.1.2 Tasks require a certain amount of authenticity | 第43-44页 |
| 4.1.3 Tasks require "i+1" | 第44-46页 |
| 4.1.4 Tasks require the integration of form and function | 第46-47页 |
| 4.1.5 Tasks require students‖ doing of things with some results | 第47-48页 |
| 4.2 The embodiment of the principles of task design in real class | 第48-53页 |
| 4.3 Task monitoring | 第53-56页 |
| Chapter 5 A case study of task design and monitoring in senior high school English class | 第56-70页 |
| 5.1 Teaching plan | 第56-61页 |
| 5.2 The realization of the principles of task design in the teaching plan | 第61-64页 |
| 5.3 Monitoring of the procedures of task design and implementation | 第64-67页 |
| 5.4 Students‘ and teachers‘ reflections towards the tasks implemented in class | 第67-70页 |
| Chapter 6 Conclusion | 第70-72页 |
| Bibliography | 第72-76页 |
| Appendix I The Father of Our Country | 第76-78页 |
| Appendix II Questionnaire | 第78页 |
