【正文】 e 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4lacked 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。 focus on meaning while ignoring language form( knowledge)。 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 Review5Chapter 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 (2022) provides a list of nine “task” definitions drawn from research and pedagogic literature as follows:1) Breen (1989) A task is “a structured plan for the provision of opportunities for the refinement of knowledge and capabilities entailed in a new language and its use during munication.”2) Long (1985) A task is “a piece of work undertaken for oneself or for others freely or for some reward.”3) Richards, Platt, and Weber (1985) A task is “an activity or action which is carried out as the result of processing or understanding language, . as a response.”4) Crookes (1986) A task is “a piece of work or an activity, usually with a specified objective, undertaken as part of an educational course, at work, or used to elicit data for research.”5) Prabhu (1987) A task is “an activity which required learners to arrive at an oute from given information through some process of thought, and which allowed teachers to control and regulate that process.”6) Nunan (1989) A municative task is “a piece of classroom work which involves learners in prehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than on form. The task should also have a sense of pleteness, being able to stand alone as a municative act in its own right.”7) Skehan (1996) A task is “an activity in which meaning is primary。 there is some sort of relationship to the real world。 task pletion has some priority。 and the assessment of task performance is in terms of task oute.”8) Lee (2022) A task is “a classroom activity or exercise that has an objective 陜西師范大學(xué)教育碩士學(xué)位論文6obtainable only by the interaction among participants.”9) Bygate, Skehan, and Swain (2022) A task is “an activity which requires learners to use language, with emphasis on meaning, to attain an objective”. This thesis will adopt the definition of task offered by Ellis (2022) as follows: “A task is a work plan that requires learners to process language pragmatically in order to achieve an oute that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed. To this end, it requires them to give primary attention to meaning and to make sense of their own linguistic resources, although the design of the task may predispose them to choose particular forms. A task is intended to result in language use that bears a resemblance, direct or indirect, to the way language is used in the real world. Like other language activities, a task can engage productive or receptive, and oral or written skills, and also various cognitive processes.” Task ponentSeveral scholars and researchers have suggested their different frameworks on what a task consists of ( Candlin, 1987。 Shavelson amp。 Stern, 1981). These frameworks have different emphases, but share great similarities: a task contains at least two elements: input data and the specification on what learners will do with the data and the evaluation of them.According to the framework of identifying and analyzing tasks suggested by Nunan ( Nunan, 1989), tasks should contain the following five parts: input, roles of teachers and students, goals, activities and s