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1、硕 士 学 位 论 文(专业学位)论文题目 基于任务型英语教学的实验研究An Experimental Study on Task-based English Teaching in Vocational High Schools作者姓名 指导教师 _ 学科(专业) 教育硕士 学科教学（英语） 所在学院 外国语言文化与国际交流学院提交日期 2007.4.20 Table of ContentsAcknowledgements.iiiAbstract.iv摘要.viChapter 1 Introduction11.1 Research Background.11.2 Comparison bet
2、ween Traditional Syllabus and Task-based Syllabus.31.3 Significance of Advocating Task-based Learning (TBL).31.4 Structure of the Thesis.5Chapter 2 Literature Review.62.1. Task-based Learning/Teaching.62.1.1 Definition of Task.62.1.2.Components of Tasks.92.1.3 Good learning Tasks102.1.4 Principles a
3、nd Characteristics of Task-based Learning/Teaching .112.1.4.1 Characteristics of Tasks.112.1.4.2 Features of TBL.122.1.4.3 Principles of Designing Tasks 132.2 Teachers Roles in TBL.152.2.1 Controller152.2.2 Assessor.162.2.3 Organizer.162.2.4 Prompter.172.2.5 Participant172.2.6 Resource-provider.182.
4、3 Theoretical Basis of Task-based Language Learning.182.3.1 Language Acquisition Theory.202.3.2 Social Constructivism.202.3.3 Curriculum Development Theory.212.4 Willis(1996)s Model of TBL222.5 The Present Model.23Chapter 3 Methodology.263.1 Research Questions263.2 Participants.263.3 Research Instru
5、ments.273.4 Procedures.28Chapter 4 Results and Discussion.334.1 Results334.1.1 Experimental Data Analysis334.1.2 Results of the Questionnaire.344.1.3 Results of the Interview.364.2 Discussion.384.2.1 TBL and Students Motivation .384.2.2 TBL and Students Self-confidence394.2.3 TBL and Students Learni
6、ng Ability .39Chapter 5 Conclusion435.1 Research Findings.435.2 Implications for TBL in Teaching English.435.3 Limitations of the Study.445.4 Concluding Remarks.45Bibliography.46Appendix I Task-based Learning of English Questionnaire49Appendix II The Post-test Examination Paper50Acknowledgements I a
7、m greatly indebted to my supervisor, Prof. Ma Bosen, for his valuable suggestions and assistance in writing this thesis. Thanks also go to all my teachers: Dr. Wu Zongjie, Prof. Zhang Jianmin, Prof. Ding Jianming, Dr. He Huibin, Mr. Cheng Gang and Mr. Sui Hongsen, for their effective instruction on
8、how to engage in research and write academic articles. I also wish to extend my thanks to the library assistants who supplied me with reference materials of great value.My gratitude also goes to my friend, George Wilson and Margaret, a couple of Australian teachers, for their kindness of giving me s
9、ome suggestions and correcting my research paper. I also want to thank my colleagues, especially Mr. Tang Liangbin and Mr. Zhang Jianmin, for their prompt help with my statistics analysis using SPSS.10 when I was in trouble.In addition, I would like to express my gratitude to all the participants du
10、ring the course of the research. These eithty-eight students, who are from different parts of Fuyang, are all enthusiastic and trustworthy.Finally I would like to take this opportunity to thank my husband and my parents, and my little son, for their continued patience and loving support. AbstractSin
11、ce the innovation of the English teaching in China, teachers of English have been exposed to different teaching styles. The textbooks have been changed several times and the teaching methods have also altered. In order to avoid confusion brought about by implementation of the new policy, Chinas New Revised Curriculum for Middle Schools explicitly stipulates that “Task-based Language Learning” approach should be advocated to develop students comprehensive abilities in using a language. The emphasis on Task-based Language Learning is found not only in China but al
