Chapter 1 Introduction 1.1 Purpose of this study 1.2 Significance of this study 1.3 Clear-up of the key term Chapter 2 The Situation of English Reading Teaching in CSMS 2.1 The goal of English reading teaching in senior middle schools 2.2 An analysis of English reading teaching in CSMS 2.2.1 Students' problems in reading 2.2.2 Teachers' problems in teaching 2.2.3 About new textbooks and after class reading materials Chapter 3 Literature Review 3.1 A brief introduction to reading theories 3.1.1 The meaning of reading 3.1.2 Reading proces 3.1.3 Three models for the reading process 3.1.3.1 Bottom-up model of reading 3.1.3.2 Top-down model of reading 3.1.3.3 Interactive model 3.1.4 Schema 3.1.5 Relevance theory 3.1.6 Dual-coding theory 3.2 Advocacy of task-based English language teaching in reading 3.3 About task and TBLT 3.3.1 Task 3.3.1.1 Definition of task 3.3.1.2 The differences between task and exercise 3.3.1.3 Features of a task 3.3.1.4 Components of a task 3.3.1.5 Task types 3.3.1.6 Principles in task selecting 3.3.2 The TBLT 3.3.2.1 About TBLT 3.3.2.2 Features of TBLT 3.3.2.3 The basic principles in TBLT 3.3.2.4 Teacher and student's role in TBLT 3.4 Theoretical basis of TBLT 3.4.1 A psych.linguistic framework for TBLT based on the Vygotskyan hypothesis 3.4.2 Rationale from Krashen's second language acquisition hypothesis 3.5 The implementation of TBLT 3.5.1 The Bangalore Communicational Teaching Project 3.5.2 Skehan's framework for task implementation 3.5.3 Willis' Model for TBLT 3.6 The development of TBLT research in China 3.6.1 Affirm TBLT in primary and middle school English teaching syllabus 3.6.2 Organize and attend both international and national academic discussion 3.6.3 Training teachers 3.6.4 Textbooks edited according to the thinking of TBLT put into practice Chapter 4 The Study 4.1 Introduction to the experiment 4.1.1 The purpose of the experiment 4.1.2 The hypothesis 4.1.3 The subjects 4.1.4 Experimental time 4.1.5 Experimental materials 4.1.5.1 The teaching materials 4.1.5.2 The test materials 4.1.6 Variables 4.1.7 Procedure 4.2 The implementation of experiment 4.2.1 The pre-test 4.2.1.1 Reading pre-test 4.2.1.2 Questionnaire pre-test 4.2.2 Teaching techniques used in the EC and CC 4.2.2.1 Teaching techniques used in the EC 4.2.2.2 Teaching techniques used in the CC 4.2.3 The post-test 4.2.3.1 Reading post-test 4.2.3.2 Questionnaire post-test 4.3 Data collecting and analysis 4.3.1 Data analysis of reading tests 4.3.2 Data analysis of Questionnaire tests Chapter 5 Discussions and Conclusion 5.1 Major findings of the study 5.2 Limitations of the present study 5.3 Suggestions for further research 5.4 Conclusion Appendices Appendix 1 Examination paper on pre-test Appendix 2 Examination paper on post-test Appendix 3 Questionnaire of students' I&S in studying English Appendix 4 The material of teaching case 1 Appendix 5 The material of teaching case 2 Appendix 6 The raw scores about pre-test and post-test of reading Appendix 7 The raw scores about pre-test and post-test of I&S Bibliography List of Figures and Tables
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