| Abstract(in English) | 第8-10页 |
| Abstract(in Chinese) | 第11-5页 |
| Contents | 第5-14页 |
| Introduction | 第14-17页 |
| Chapter One Literature Review | 第17-44页 |
| 1.1 Review of TBLT | 第17-24页 |
| 1.1.1 Definitions of Task | 第17-18页 |
| 1.1.2 A Psycholinguistic Framework for TBLT Based on the Vygotskyan hypothesis | 第18-19页 |
| 1.1.3 Components of a Task | 第19-22页 |
| 1.1.4 Five Principles When Designing Tasks | 第22-24页 |
| 1.2 Some Theories Related to Motivation | 第24-37页 |
| 1.2.1 Definition of Motivation | 第24-26页 |
| 1.2.2 Motivation Theories | 第26-37页 |
| 1.2.2.1 A Cognitive View of Motivation | 第26-30页 |
| 1.2.2.1.1 Attribution Theory—Explanations of Success and Failure | 第27-28页 |
| 1.2.2.1.2 Self-efficacy Theory | 第28页 |
| 1.2.2.1.3 Self Worth Theory | 第28-29页 |
| 1.2.2.1.4 Other Cognitive Components | 第29-30页 |
| 1.2.2.2 A Social Constructivist Perspective of Motivation | 第30-31页 |
| 1.2.2.3 Motivation Types in Foreign and Second Language Learning | 第31-37页 |
| 1.2.2.3.1 Integrative motivation and Instrumental motivation | 第32-33页 |
| 1.2.2.3.2 Intrinsic/ExtrinsicMotivationandRelated Theories | 第33-34页 |
| 1.2.2.3.3 Dornyei's three-level model | 第34-37页 |
| 1.3 Task-based Language Teaching and Motivation | 第37-44页 |
| 1.3.1 Relevance between motivation and foreign language learning | 第37页 |
| 1.3.2 The Relationship between TBLT and Academic Motivation | 第37-44页 |
| 1.3.2.1 TBLT and course-specific motivational components | 第38-40页 |
| 1.3.2.2 TBLT and teacher-specific motivational components | 第40-41页 |
| 1.3.2.3 TBLT and group-specific motivation | 第41-44页 |
| Chapter Two Methodology | 第44-53页 |
| 2.1 Objectives | 第44页 |
| 2.2 Subjects | 第44-45页 |
| 2.3 Instruments | 第45页 |
| 2.4 Procedure | 第45-46页 |
| 2.5 Procedure of Implementing TBLT | 第46-53页 |
| 2.5.1 Adapting Non-Task-Based Materials to Fit a Task-Based Framework-three principles for teachers to adapt non-task-based materials | 第46-48页 |
| 2.5.2 Designing of Task | 第48-53页 |
| Chapter Three Results and Discussions | 第53-68页 |
| 3.1 Data Analysis and Discussion of the Pretest | 第53-59页 |
| 3.1.1 Learners'Attitude to English Learning | 第53-54页 |
| 3.1.2 Learners'Motivation Types | 第54页 |
| 3.1.3 Learners'Motivation Intensity | 第54-56页 |
| 3.1.4 Causal attribution | 第56-58页 |
| 3.1.5 Learners'Anxiety in Classroom | 第58页 |
| 3.1.6 Lack of Confidence | 第58-59页 |
| 3.2 Results and Discussion of the Posttest | 第59-68页 |
| 3.2.1 Learners'Attitudes toward English Learning in TBLT | 第59-60页 |
| 3.2.2 Learners Motivation Types in TBLT | 第60-62页 |
| 3.2.3 Learners'Motivational Intensity in TBLT | 第62-63页 |
| 3.2.4 Causal Attribution in TBLT | 第63-65页 |
| 3.2.5 Classroom Anxiety in TBLT | 第65-66页 |
| 3.2.6 Self-confidence in TBLT | 第66-68页 |
| Chapter Four Implications | 第68-78页 |
| 4.1 Advantages of Implementing TBLT | 第68-70页 |
| 4.1.1 Promoting Interaction | 第68页 |
| 4.1.2 Creating Greater Learner-centeredness and Learner Direction in Language Classroom | 第68-69页 |
| 4.1.3 Increasing Opportunities for Learners to Develop Higher Order and Critical Thinking Skills | 第69页 |
| 4.1.4 Providing Comprehensible Input and Output | 第69-70页 |
| 4.2 Teacher's roles played in the TBLT classroom | 第70-72页 |
| 4.3 Fulfilling the Conditions for Learning Implied by SLA Research Findings | 第72-73页 |
| 4.4 the Feasibility of Implementing TBLT at College Level | 第73-75页 |
| 4.5 Problems of TBLT | 第75-78页 |
| Conclusion | 第78-81页 |
| Bibliography | 第81-87页 |
| Appendix | 第87-89页 |
| Acknowledgements | 第89-90页 |
| 学位论文评阅及答辩情况表 | 第90页 |
