實踐中的任務型教學：現狀與展望（簡體書）

《實踐中的任務型教學:現狀與展望》源自一項關於任務型教學在中學課堂實施的研究。該研究理論基礎源于著名英語語言學家B.Littlewood的five-category activity以及P Skehan的認知語言學理論。作者創新地將上述理論框架運用到COLT（Communicative Orientatior of Language Tea Ching）課堂觀察體系中，科學地設計出對任務型教學進行課堂評價的標準和模板（An adapted version of COLT Part A，for TBLT classrooms）。
《實踐中的任務型教學:現狀與展望》不僅對任務型教學在中國的發展做了充足的文獻回顧，而且還采用案例分析法，對中學英語教師的教學情況作了分析和總結。數據由課堂觀察和采訪提供，采用量化和質化結合的方法進行分析。本著作的目標讀者為：英語教育工作者，中小學英語教師，英語教學研究人員，應用語言學專業研究生。

陳锫，江蘇人，應用語言學博士，副教授，畢業于澳門大學。現任深圳大學外國語學院教師。英語教育學，語言學碩士生導師。研究領域：英語應用語言學，英語教育學，教師發展等。

Chapter 1 Introduction
1.1 ELT in China: The Past and the Present
1.2 New Challenges for EFL Teachers in China
1.3 Statement of the Problem
1.4 Research Questions
1.5 Significance of the Study
1.6 Limitations of the Study
1.7 Overview of the Thesis
1.8 Summary

Chapter 2 Literature Review
2.1 Introduction
2.2 Development of Approaches to ELT
2.3 An Historical Overview of TBA
2.3.1 Theoretical Rationale of TBA
2.3.2 Definitions of Tasks and TBA
2.3.3 Theoretical and Conceptual Frameworks of TBA Implementation
2.4 TBA and Curricular Innovation in China
2.4.1 The Development of Secondary School English Curricula in China
2.4.2 TBA in the Latest Curriculum
2.5 Factors Influencing the Implementation of TBA in China
2.5.1 National Level Factors
2.5.2 Local Level Factors
2.5.3 Classroom Level Factors
2.6 Teacher Beliefs
2.6.1 Definitions of Teachers Beliefs
2.6.2 Source and Content of Teachers Beliefs in This Study
2.7 Recent Concerns of TBA and Its Implementation
2.8 General Conceptual Framework of This Study
2.9 Summary

Chapter 3 Methodology
3.1 Introduction
3.2 A Case Study Approach
3.3 The Research Context
3.4 Screening of Participants
3.4.1 Screening Process
3.4.2 Initial Interviews and Observations
3.5 Data Collection
3.5.1 Introduction
3.5.2 Procedures
3.5.3 Data Collection Instrument
3.6 Data Analysis
3.6.1 Introduction
3.6.2 Refinement of Focal Cases
3.6.3 Quantitative Data Analysis
3.6.4 Qualitative Data Anaysis
3.6.5 Cross-case Analvrsis
3.6.6 Validity and Reliability
3.7 Summary

Chapter 4 Racy and Tina
4.1 Introduction
4.2 NFLS School Context
4.3 Case Studies
4.3.1 Case Study 1：Racy
4.3.2 Case Study 2：Tina

Chapter 5 Marie and Daisy
5.1 Introduction
5.2 NES School Context
15.3 Case Studies
5.3.1 Case Study 3:Marie
5.3.2 Case Study 4: Daisy

Chapter 6 Cross-Case Analysis
6.1 Introduction
6.2 Teachers TBLT Practices
6.2.1 Teaching Design
6.2.2 Organization
6.2.3 Activities and Tasks
6.2.4 Grammar Teaching
6.2.5 Four Skill Instruction
6.2.6 Teacher Roles
6.2.7 Assessment
6.3 Teachers Beiefs
6.3.1 Beliefs about Tasks and TBLT
6.3.2 Beliefs about Teaching Materials and Teaching Aids
6.3.3 Beliefs about Exams
6.3.4 Beliefs about Teacher Training
6.4 Factors Affecting Teachers TBLT Practices
6.5 Summary

Chapter 7 Conclusions and Implications
7.1 Introduction
7.2 Summary of Findings
7.2.1 Research Question One : How is TBLT being implemented in classrooms？
7.2.2 Research Question Two: What are teachers beliefs of TBLT？
7.2.3 Research Question Three:What factors seem to contribute to TBLT implementation？
7.3 Implications for Practice
7.3.1 Implications for Educational Policymakers and Curriculum Planners
7.3.2 Implications for Local EFL Program Administrators
7.3.3 Implications for EFL Instructors
7.4 Areas for Further Research
Appendices
Appendix A COLT Part A （adapted）
Appendix B Interview Questions
List of Tables and Fiqures
References
Acknowledgements