| 中文摘要 | 第1-4页 |
| Abstract | 第4-8页 |
| Introduction | 第8-10页 |
| Chapter One Theoretical Foundations of TBLT | 第10-18页 |
| ·Communicative Language Teaching | 第10-12页 |
| ·Second Language Acquisition | 第12-18页 |
| Chapter Two Understanding of TBLT | 第18-29页 |
| ·The definition of TBLT | 第18-21页 |
| ·The reasons for TBLT | 第21-23页 |
| ·The characteristics of TBLT | 第23-25页 |
| ·The advantages of TBLT | 第25-27页 |
| ·The general models of TBLT | 第27-29页 |
| Chapter Three Task Designing in TBLT | 第29-47页 |
| ·'Task'defined and described | 第29-38页 |
| ·Definitions of tasks | 第29-32页 |
| ·The components of tasks | 第32-38页 |
| ·Task rationale | 第38-43页 |
| ·Distinctions between real-world and pedagogic tasks | 第38-40页 |
| ·Transform of real-world and pedagogic tasks | 第40-43页 |
| ·Principles for designing tasks | 第43-47页 |
| ·The authenticity principle | 第43页 |
| ·The form-function principle | 第43-44页 |
| ·The task dependency principle | 第44页 |
| ·The principle of learning by doing | 第44-45页 |
| ·The principle of specific aims | 第45页 |
| ·The principle of obtaining, processing and delivering information in the use of language | 第45页 |
| ·The expression-centered principle and the principle of specific outcome | 第45-47页 |
| Chapter Four Making the TBLT Model More Effective | 第47-70页 |
| ·The PPP model | 第47-49页 |
| ·The task-based language teaching (TBLT) model | 第49-53页 |
| ·Reasons for another teaching model | 第53-54页 |
| ·A new model | 第54-58页 |
| ·An example followed by the new model | 第58-67页 |
| ·Advantages of the new model | 第67-68页 |
| ·Suggestions | 第68-70页 |
| Conclusion | 第70-72页 |
| Bibliography | 第72-75页 |
| Acknowledgements | 第75-76页 |
| 原创性声明 | 第76页 |
