| Acknowledgements | 第6-7页 |
| Abstract (Chinese) | 第7-8页 |
| Abstract (English) | 第8页 |
| Introduction | 第12-15页 |
| Chapter One Literature Review | 第15-29页 |
| 1.1 Foreign Language Speaking Anxiety (FLSA) | 第15-19页 |
| 1.2 Task-based Teaching in Reducing Foreign Language Speaking Anxiety | 第19-22页 |
| 1.3 Foreign Language Listening Anxiety(FLLA) | 第22-25页 |
| 1.4 Task Design in Reducing Foreign Language Listening Anxiety | 第25-29页 |
| Chapter Two Research Design I | 第29-44页 |
| 2.1 Participants | 第29页 |
| 2.2 Instruments | 第29-31页 |
| 2.2.1 Foreign Language Listening Anxiety Scale (FLLAS) | 第29-30页 |
| 2.2.2 Foreign Language Speaking Anxiety Scale (FLSAS) | 第30-31页 |
| 2.2.3 Questionnaire | 第31页 |
| 2.2.4 Interview | 第31页 |
| 2.3 Data Collection Procedures | 第31-32页 |
| 2.4 Data Analysis | 第32页 |
| 2.5 Results | 第32-37页 |
| 2.5.1 Level of English Speaking Anxiety | 第32-34页 |
| 2.5.2 Level of English Listening Anxiety | 第34-36页 |
| 2.5.3 Causes of English Listening and Speaking Anxiety | 第36-37页 |
| 2.6 Discussion | 第37-44页 |
| 2.6.1 Level of Speaking Anxiety and Its Implications for Task Design | 第37-39页 |
| 2.6.2 Level of Listening Anxiety and Its Implications for Task Design | 第39-41页 |
| 2.6.3 Causes of Listening and Speaking Anxiety | 第41-44页 |
| Chapter Three Theoretical Rationale for Task Design | 第44-55页 |
| 3.1 Task-based Approach | 第44-49页 |
| 3.1.1 David Nunan’s Framework | 第44-47页 |
| 3.1.2 The Definition of Task and Task Components | 第47-49页 |
| 3.2 Functional-notional Approach | 第49-55页 |
| 3.2.1 Functions, notions, categories of functions | 第49-52页 |
| 3.2.2 Finocchiaro and Brumfit’s Framework | 第52-55页 |
| Chapter Four Task Design for English Listening and Speaking Class | 第55-75页 |
| 4.1 Task Typology | 第55-59页 |
| 4.1.1 Tasks to Reduce Speaking Anxiety | 第56-58页 |
| 4.1.2 Tasks to Reduce Listening Anxiety | 第58-59页 |
| 4.2 A Case Analysis of Task Design | 第59-75页 |
| 4.2.1 Step One: Schema Building | 第62-64页 |
| 4.2.2 Step Two: Controlled Practice | 第64-66页 |
| 4.2.3 Step Three: Authentic Listening Practice | 第66-68页 |
| 4.2.4 Step Four: Focus on Linguistic Elements | 第68-71页 |
| 4.2.5 Step Five: Provide Freer Practice | 第71-72页 |
| 4.2.6 Step Six: Introduce the Pedagogical Task | 第72-75页 |
| Chapter Five Research Design II | 第75-87页 |
| 5.1 Participants | 第75页 |
| 5.2 Instruments | 第75-76页 |
| 5.3 Data Collection Procedures | 第76页 |
| 5.4 Data Analysis | 第76页 |
| 5.5 Results | 第76-81页 |
| 5.5.1 Speaking Anxiety Level | 第76-79页 |
| 5.5.2 Listening Anxiety Level | 第79-81页 |
| 5.6 Discussion | 第81-87页 |
| 5.6.1 The Effectiveness of Task Design in Reducing Speaking Anxiety | 第81-83页 |
| 5.6.2 The Effectiveness of Task Design in Reducing Listening Anxiety | 第83-87页 |
| Conclusion | 第87-90页 |
| References | 第90-94页 |
| Appendix 1: Questionnaire for Teachers | 第94-95页 |
| Appendix 2: Foreign Language Listening Anxiety Scale (FLLAS) | 第95-99页 |
| Appendix 3: Foreign Language Speaking Anxiety Scale (FLSAS) | 第99-102页 |
| Appendix 4: Questionnaire for Students I | 第102-104页 |
| Appendix 5: List of Functions in New Century Textbook | 第104-108页 |
| Appendix 6: Questionnaire for Students II | 第108-109页 |
