| 1 INTRODUCTION | 第1-11页 |
| 1．1 The Background of the Research | 第9-10页 |
| 1．2 Research questions and the Significance of the study | 第10-11页 |
| 2 TASK-DAS ED LANGUAGE TEACHING RATIONALE AND PRINCIPLES | 第11-29页 |
| 2．1 "Task"' defined and described | 第11-17页 |
| 2．1．1 Definition of the "task" | 第11-13页 |
| 2．1．2 Components Involved in the task | 第13-14页 |
| 2．1．3 Misunderstandings and deviations existing in TBLT | 第14-17页 |
| 2．2 Underpinning Theories | 第17-18页 |
| 2．2．1 The Input Hypothesis | 第17-18页 |
| 2．2．2 The Interaction Hypothesis | 第18页 |
| 2．3 Nunan's Task Classification | 第18-20页 |
| 2．4 Viewing Tasks from a Cognitive Perspective | 第20-23页 |
| 2．4．1 Bruner's Constructivism Theory | 第20页 |
| 2．4．2 Skehan's Cognitive Approach | 第20-22页 |
| 2．4．3 Vygotsky"s Zone of Proximal Development (ZDP) | 第22-23页 |
| 2．4．4 Feuerstein's Cognitive Map | 第23页 |
| 2．5 The Syllabus of Task-Based Language Teaching | 第23-27页 |
| 2．5．1 The Principles on Designing Tasks for the English Classroom | 第24-26页 |
| 2．5．2 The Framework of Presenting Tasks in the English Classroom | 第26-27页 |
| 2．6 The Features of Task-Based Language Teaching | 第27-28页 |
| 2．7 Steps in Designing a Task-Based Program | 第28-29页 |
| 3 TASK-BASED LANGUAGE TEACHING APPLICATION AND MODULE | 第29-42页 |
| 3．1 The Features of the Current Textbooks for Senior English | 第29-30页 |
| 3．2 The 'Traditional Teaching Five-Step Teaching Model | 第30-31页 |
| 3．3 Different Teaching Procedure． Different leaching Ideas | 第31-32页 |
| 3．3．1 Learning by Doing vs． Learning by Teaching | 第31页 |
| 3．3．2 Focusing on Meaning vs． Focusing on Form | 第31-32页 |
| 3．4 The Problems in the Traditional Teaching | 第32页 |
| 3．5 The Advantages of Task-Based Language Teaching | 第32-34页 |
| 3．6 The Problem in Task-Based Language Teaching | 第34页 |
| 3．7 A Practical Task-Based Language Teaching Model in the Senior High School | 第34-42页 |
| 3．7．1 Task-Based Language Teaching Model in the Senior High School | 第35-39页 |
| 3．7．2 Some Concerns in Implementing the Task-Based Language Teaching Model | 第39-40页 |
| 3．7．3 The Principles for Task Design | 第40-41页 |
| 3．7．4 Towards an Understanding of TBL Approach | 第41-42页 |
| 4 An Experimental Study | 第42-49页 |
| 4．1 An Experiment | 第42-45页 |
| 4．1．1 The Aim of the Experiment | 第42页 |
| 4．1．2 Procedure | 第42-43页 |
| 4．1．3 Results | 第43-45页 |
| 4．2 The Reasons for the Successful Experiment | 第45-46页 |
| 4．3 Problems with Task-based Language Teaching yet to be Solved | 第46-47页 |
| 4．4 Suggestions on Task-Based Language Teaching | 第47-49页 |
| 4．4．1 Suitable Types of Tasks in the English Classroom | 第47-48页 |
| 4．4．2 Assessments on Task Performances | 第48-49页 |
| 5 CONCLUSIONS | 第49-51页 |
| 5．1 Limitations of the Study | 第49-50页 |
| 5．2 Further Research Possibilities | 第50-51页 |
| REFRENCES | 第51-55页 |
