| Abstract in English | 第1-11页 |
| Abstract in Chinese | 第11-13页 |
| List of Abbreviations | 第13-14页 |
| Introduction | 第14-18页 |
| Chapter One Literature Review | 第18-28页 |
| ·Task-based language teaching | 第18-22页 |
| ·Development of TBLT | 第18-20页 |
| ·Definitions and characteristics of task | 第20-22页 |
| ·Cooperative learning | 第22-28页 |
| ·Development of CL | 第22-24页 |
| ·Definitions and basic elements of CL | 第24-28页 |
| Chapter Two The Construction of Task-based Cooperative Learning Mode (TBCLM ) | 第28-49页 |
| ·Implication of TBCLM | 第28-29页 |
| ·Features of TBCLM | 第29-31页 |
| ·Attempting to create a learner-centered teaching and learning process | 第29-30页 |
| ·Emphasizing on completing tasks in target language by cooperation | 第30页 |
| ·Enhancing meaningful negotiation in English contexts | 第30-31页 |
| ·Providing learning by doing opportunities for learners | 第31页 |
| ·Feasibility of TBCLM in SVTS English teaching | 第31-35页 |
| ·In accord with the characteristics of English teaching in SVTS | 第31-32页 |
| ·Matching students’learning styles | 第32-34页 |
| ·To be suitable for features of English teaching materials | 第34-35页 |
| ·The construction of TBCLM | 第35-49页 |
| ·Designing cooperative learning tasks | 第35-38页 |
| ·Types of cooperative learning tasks | 第35-36页 |
| ·Principles of designing cooperative learning tasks | 第36-38页 |
| ·Choosing appropriate cooperative learning methods | 第38-40页 |
| ·Shifting roles of the teacher and students | 第40-41页 |
| ·Roles of the teacher | 第40-41页 |
| ·Roles of students | 第41页 |
| ·The procedures of TBCLM in classroom teaching | 第41-44页 |
| ·The pre-task stage | 第41-42页 |
| ·The during-task stage | 第42-43页 |
| ·The post-task stage | 第43-44页 |
| ·Assessment of TBCLM | 第44-49页 |
| ·The formative assessment | 第45-48页 |
| ·The summative assessment | 第48-49页 |
| Chapter Three Supporting Theories for TBCLM | 第49-55页 |
| ·Constructivist learning theory | 第49-50页 |
| ·Interaction theory | 第50-52页 |
| ·Second language acquisition theory | 第52-55页 |
| Chapter Four Research Methodology | 第55-74页 |
| ·Background of research | 第55页 |
| ·Research questions | 第55-56页 |
| ·Subjects | 第56页 |
| ·Instruments | 第56-57页 |
| ·Test papers | 第56-57页 |
| ·Interviews | 第57页 |
| ·Research procedures | 第57-65页 |
| ·Preparations before experiment | 第57-61页 |
| ·Learner training | 第58页 |
| ·Group formation | 第58-61页 |
| ·The application of TBCLM | 第61-65页 |
| ·Principles of the application of TBCLM | 第61-62页 |
| ·The teaching case of TBCLM | 第62-65页 |
| ·Results and findings | 第65-74页 |
| ·Data analyses and findings of test scores | 第65-69页 |
| ·Analyses and Findings of Interviews | 第69-74页 |
| Chapter Five Discussions and Implications | 第74-79页 |
| ·Advantages of TBCLM | 第74-75页 |
| ·Influencing factors to implementing TBCLM | 第75-76页 |
| ·Limitations of the study | 第76-77页 |
| ·Suggestions for further study | 第77-79页 |
| Conclusion | 第79-81页 |
| AppendixⅠ | 第81-85页 |
| AppendixⅡ | 第85-86页 |
| Bibliography | 第86-92页 |
| Acknowledgements | 第92-93页 |
| 攻读教育硕士学位期间发表的论文 | 第93页 |
