【正文】 Theory and Practice. Clevedon: Multilingual Matters. Ellis, R. 20xx. Taskbased Language Learning and Teaching. Oxford: Oxford University Press. Estaire, S. and J. Zanon. 1994. Planning Classwork: A Taskbased Approach. Oxford: Heinemann. Jacobs, G. 1998. Cooperative learning or just grouping students: The difference makes a difference. W. Renanda and G. Jacobs (Eds), Learners and Language Learning (). Singapore: SEMAEO. Lee, J. 20xx. Tasks and Communicating in Language Classrooms. Boston: McGraw Hill. Long, M. 1989. Task, group, and taskgroup interactions. University of Hawaii Working Papers in ESL 8: 126. Long, M. and G. Crookes. 1992. Three approaches to taskbased syllabus design. TESOL Quarterly 26: 2756. 4 Nunan, D. 1985a. Language Teaching Course Design: Trends and Issues. Adelaide: National Curriculum Resource Center. Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press. Prabhu, N. S. 1987. Second Language Pedagogy. 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Harlow: Longman. 方文禮， 20xx，外語(yǔ)任務(wù)型教學(xué)法縱橫談，《外語(yǔ)教學(xué)與研究》，第9 期。其中來(lái)自普 通高中的兩位教師在課堂上沒(méi)有按照要求實(shí)施任務(wù)型教學(xué)，而是采用了以往的傳統(tǒng)式教學(xué) —— 以教師為中心，以講解詞匯、語(yǔ)法為主，并且缺乏師生間、生生間的互動(dòng)交流等。為了完成任務(wù)，學(xué)習(xí)者以“意義”為中心，盡力調(diào)動(dòng)各種資源進(jìn)行“意義”構(gòu)建，以促進(jìn)解決某種問(wèn)題的交際能力。任務(wù)型教學(xué)正被大力提倡用來(lái)提高中國(guó)英語(yǔ)教學(xué)質(zhì)量。并以此為基礎(chǔ)提出了以教師為主導(dǎo)進(jìn)行“情境”創(chuàng)設(shè)，以學(xué)生為中心進(jìn)行“協(xié)作”學(xué)習(xí)，以課堂為陣地進(jìn)行“會(huì)話”商討，以創(chuàng)新為目標(biāo)進(jìn)行“意義建構(gòu)”。旨在為實(shí)現(xiàn)學(xué)生為主體的中學(xué)英語(yǔ)教學(xué)提供理論和實(shí)踐幫助。多種版本的高中英語(yǔ)教材都遵循任務(wù)型教學(xué)的原則來(lái)編寫。 目前國(guó)內(nèi)關(guān)于任務(wù)型教學(xué)的研究多局限于如何在英語(yǔ)課堂中實(shí)施任務(wù)型教學(xué)，而對(duì)任務(wù)型教學(xué)實(shí)施的現(xiàn)狀的調(diào)查研究相對(duì)缺乏。另兩位來(lái)自重點(diǎn)高中的教師在課堂中的確實(shí)施了任務(wù)型教學(xué)，但仍存在三大問(wèn)題 —— 過(guò)分強(qiáng)調(diào)了語(yǔ)言的“意義”，而忽略了語(yǔ)言的“形式”；任務(wù)難度設(shè)置不合理；重視“后任務(wù)階段”，忽略了“中任務(wù)階段 ‖。 廖曉青， 20xx，任務(wù)型教學(xué)的理論基礎(chǔ)與課堂實(shí)踐，《中小學(xué)外語(yǔ)教學(xué)》，第 11 期。 專家推薦理由 本論文理論依據(jù)充足，實(shí)證研究深入細(xì)致，數(shù)據(jù)分析客觀公正。盡我所知， 除文中已經(jīng)注明引用的內(nèi)容外，論文中不包含其他個(gè)人已經(jīng)發(fā)表或撰寫過(guò)的研究成果，也不包含為獲得陜西師范大學(xué)或其它教育機(jī)構(gòu)的學(xué)位或證書而使用過(guò)的材料。學(xué)校有權(quán)保留學(xué)位論文并向國(guó)家主管部門或其它指定機(jī)構(gòu)送交論文的電子版和紙質(zhì)版；有權(quán)將學(xué)位論文用于非贏利目的的少量復(fù)制并允許論文進(jìn)入學(xué)校圖書館、院系資料室被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn) 行檢索；有權(quán)將學(xué)位論文的標(biāo)題和摘要匯編出版。對(duì)本研究提供過(guò)幫助和做出過(guò)貢獻(xiàn)的個(gè)人或集體，均已在文中作了明確的說(shuō)明并表示了謝意。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。 涉密論文按學(xué)校規(guī)定處理。多種版本的高中英語(yǔ)教材都遵循任務(wù)型教學(xué)的 原則來(lái)編寫。 目前國(guó)內(nèi)關(guān)于任務(wù)型教學(xué)的研究多局限于如何在英語(yǔ)課堂中實(shí)施任務(wù)型教學(xué)，而對(duì)任務(wù)型教學(xué)實(shí)施的現(xiàn)狀的 調(diào)查 研究相對(duì)缺乏。另兩位來(lái)自重點(diǎn)高中的教師在課堂中的確實(shí)施了任務(wù)型教學(xué)，但仍存在三大問(wèn)題 —— 過(guò)分強(qiáng)調(diào)了語(yǔ)言的“意義”，而忽略了語(yǔ)言的“形式”；任務(wù)難度設(shè)置不合理；重視“后任務(wù)階段”，忽略了“中 任務(wù)階段 ‖。 (2) language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaning purposes, while anizational language forms are not the central focus but rather aspects of language that enable the learners to acplish those purposes。 on the other hand, foreign language learning bears some distinguished characteristics different from SLA (second language acquisition). According to the four classes observed, half of the teachers were still giving their lessons in the rather traditional ways. They were still dominating the whole class by teaching the students language knowledge and also evaluating the students‘ achievements in a rather single way. They were still not sure how to operate TBI in classrooms. The students depended too much on their teacher and 陜西師范大學(xué)教育碩士學(xué)位論文 4 lacked a sense of responsibility for their exist many problems in the operation of TBI in English classrooms such as the overflows and the extremes of tasks。 task pletion has some priority。 focus on results of tasks while ignoring the processes of tasks. Based on the author‘s observation and analysis, this thesis aims to elaborate the current situation of English teachers‘ designing and implementing classroom tasks in senior schools and put forward some suggestions and implications for English classroom teaching of senior schools. The author hopes this thesis can help teachers to make a better understanding of TBI and improve their teaching practice, provide some useful information for teaching training, and arouse the attention of the leaders of educational departments and the English teaching researchers to provide a better environment for the professional development of English teachers. Organization of This Thesis This thesis consists of five chapters. Chapter 1 is an introduction. It includes the research orientation, the introduction to the traditional 3Ps teaching approach and the municative languageteaching method, the aims and significance of this survey, and the framework of this thesis. Chapter 2 is the literature review. It reviews some theoretical bases and previous researches related to TBI. Chapter 3 describes the research methods for the present survey. Information concerning the research question of the present study, the subjects of this study, the methods of the data collection and the relevant data analysis are rendered. Chapter 4 presents the findings of the survey, including the description of the current situation of TBI in senior schools in Dalian and some factors which affect the implementation of TBI. Chapter 5 is the conclusion, which summarizes the major findings of the survey, addresses implications for English teaching in China TEFL context, discusses the limitations and offers suggestions for further research. Chapter 2 Literature Review 5 Chapter 2 Literature Review Definition of Task and Task Component Definition of task What does a ―task‖ exactly mean? This term has been defined in a variety of ways. Various definitions of a ―task‖ are proposed by some renowned experts in the field of second language teaching. Ellis (20xx) provides a list of nine