【正文】 ry review. Technical Report . Honolulu: Center for Second Language Classroom Research, Social Science Research Institute, University of Hawaii. Crookes, G. and S. Gass. (Eds.). 1993a. Tasks and Language Learning: Integrating Theory and Practice. Clevedon: Multilingual Matters. Crookes, G. and S. Gass. (Eds.). 1993b. Tasks in a Pedagogical Context: Integrating 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. Oxford: Oxford University Press. Skehan, P. 1996a. A Framework for the implementation of taskbased instruction. Applied Linguistics, 17: 3862. Oxford: Oxford University Press. Skehan, P. and P. Foster. 1997. Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1: 185211. Skehan, P. 20xx. Task type and language performance assessment. M. Bygate, P. Skehan, and Swain (Eds.), Researching Pedagogic Tasks (pp: 167185). Essex: Pearson Education Limited. Willis, J. 1996. A Framework for Taskbased Learning. Harlow: Longman. 方文禮， 20xx，外語任務(wù)型教學(xué)法縱橫談，《外語教學(xué)與研究》，第9 期。 學(xué)位評(píng)定委員會(huì)分會(huì)主席（簽章）： 單位公章 20xx 年 12 月 15 日 5 分類號(hào) 密 級(jí) 學(xué) 號(hào) J26189 教育碩士學(xué)位論 文 題 目 關(guān)于大連地區(qū)高中英語任務(wù)型教學(xué) 實(shí)施現(xiàn)狀的調(diào) 查報(bào)告 作者姓名 指導(dǎo)教師姓名 學(xué)科專業(yè) 學(xué)科教學(xué)（英語） 提交論文日期 A Survey of the Implementation of Taskbased Instruction for Senior English in Dalian By Li Ruosi A Thesis Submitted to the Faculty of the College of Foreign Languages In Partial Fulfillment of the Requirements for the Degree Of Master of Education in English Teaching Shaanxi Normal University April, 20xx學(xué)位論文獨(dú)創(chuàng)性聲明 本人聲明所呈交的學(xué)位論文 是我在導(dǎo)師的指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。盡我所知，除文中特別加以標(biāo)注和致謝的地方外，不包含其他人或組織已經(jīng)發(fā)表或公布過的研究成果，也不包含我為獲得 及其它教育機(jī)構(gòu)的學(xué)位或?qū)W歷而使用過的材料。本人授權(quán) 大學(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本 學(xué)位論文。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)解決某種問題的交際能力。 關(guān)鍵 詞： 課程實(shí)施 任務(wù)型教學(xué) 高中英語課堂教學(xué) 高中英語新課程標(biāo)準(zhǔn)Contents Chapter 1 Introduction ............................................................................................ 1 Research Orientation ............................................................................................... 1 Rationale for the Research ...................................................................................... 1 The traditional 3Ps teaching approach .............................................................. 1 The municative language teaching method................................................ 2 Aims and Significance of the Present Study ........................................................... 3 Organization of This Thesis .................................................................................... 4 Chapter 2 Literature Review ............................................................................. 5 Definition of Task and Task Component ................................................................. 5 Definition of task .............................................................................................. 5 Task ponent ................................................................................................ 6 Definition of the TBI ............................................................................................... 7 Implementation of the Taskbased Instruction ........................................................ 8 Lesson design.................................................................................................... 8 Participatory structure....................................................................................... 9 The Research on Taskbased Instruction in China and Abroad............................. 10 The research on TBI abroad............................................................................ 10 The research on TBI in China ..........................................................................11 Chapter 3 Research Methods ........................................................................... 13 Subjects ................................................................................................................. 13 Instruments ............................................................................................................ 13 Classroom observation and transcription – making........................................ 13 Questionnaires ................................................................................................ 14 Procedure............................................................................................................... 14 Chapter 4 Findings and Analysis ....................................................................... 15 The Current Situation in Designing and Implementing Task based Instruction ..