【文章內(nèi)容簡介】 師提供有效的學習、觀摩及培訓機會以迅速提高教師教學能力及水平，從而適應(yīng)新時期任務(wù)型教學的要求；教師應(yīng)根據(jù)學生的實際情況改變傳統(tǒng)的教學理念和教學模式，大力發(fā)展學生綜合運用語言的能力。本調(diào)查報告對當前國內(nèi)的英語教師培訓有一定啟示，能加強廣大英語教師及研究人員對任務(wù)型教學及實踐的理解，提高英語教師的教學實踐能力。關(guān)鍵詞：課程實施 任務(wù)型教學 高中英語課堂教學 高中英語新課程標準ContentsChapter 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.....................................................................................4Chapter 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 .........................................................................11Chapter 3 Research Methods ...........................................................................13 Subjects ..................................................................................................................13 Instruments.............................................................................................................13 Classroom observation and transcription – making ........................................13 Questionnaires .................................................................................................14 Procedure ...............................................................................................................14Chapter 4 Findings and Analysis........................................................................15 The Current Situation in Designing and Implementing Task based Instruction ..15 The existing problems in the implementation of the TBI................................15 The TBI not adopted........................................................................................20 The Factors Affecting the Implementation of Tasks .............................................26 Teacher qualification .......................................................................................26 Teacher preparation and resources ..................................................................27 Language proficiency of the students..............................................................27 Students’ attitudes towards TBI ......................................................................27Chapter 5 Conclusion..............................................................................................29 Summary of Major Findings..................................................................................29 The Suggestions for the Implementation of TBI ...................................................30 Limitation of the Convey .......................................................................................30References ...................................................................................................................31Appendix I...................................................................................................................33Appendix II.................................................................................................................34攻讀學位期間的研究成果 ......................................................................................36 List of Abbreviations(In alphabetical order)CLT: municative language teachingECS: English Curriculum StandardsEFL: English as a foreign languageESL: English as a second languageSLA: second language acquisitionTBI: taskbased instructionChapter 1 Introduction1Chapter 1 Introduction Research OrientationThe strong criticism of the examinationoriented education calls for the reform on the English teaching in China. The new ECS (English Curriculum Standards) for senior schools proposes the mode of taskbased teaching and learning by means of participation, experience, munication and cooperation. As one of the most popular language teaching approaches in the world, taskbased instruction (TBI) has been widely advocated to improve the English teaching in China. A variety of textbooks are piled according to the taskbased principle. This thesis mainly focuses on the current situation of the implementation of TBI for senior English teaching in Dalian city and put forward some suggestions. Rationale for the Research The traditional 3Ps teaching approachBefore discussing taskbased language teaching, we should consider the more traditional methods of language teach