英语论文网

45
        3.2.2 Process of reading........... 45
        3.2.3 Models of reading ...........45-48
            3.2.3.1 A bottom-down reading model........... 46
            3.2.3.2 A top-down reading model ...........46-47
            3.2.3.3 An interactive reading model...........47-48
    3.3 Task-based language teaching and English...........48-51
Chapter 4 Research Design........... 51-65
    4.1 Hypothesis........... 51
    4.2 Subjects ...........51-52
    4.3 Teaching material........... 52-53
    4.4 Instrument ...........53-63
        4.4.1 Reading test........... 53
        4.4.2 Questionnaire........... 53-54
        4.4.3 Interview........... 54
        4.4.4 Classroom experiment........... 54-56
        4.4.5 Sample lessons ...........56-63
            4.4.5.1 A sample lesson for EC with TBLT ...........56-61
            4.4.5.2 A sample lesson for CC with PPP........... 61-63
    4.5 Procedure........... 63-64
    4.6 Data collection and analysis........... 64-65
Chapter 5 Results and Analysis ...........65-73
    5.1 Results and analysis of the information from Tests........... 65-68
        5.1.1 Results and analysis of the information........... 65-66
        5.1.2 Results and analysis of the information........... 66-67
        5.1.3 Comparison ...........67-68
    5.2 Results and analysis of the information........... 68-70
        5.2.1 A comparison of EC and CC in interest........... 68-69
        5.2.2 A comparison of EC and CC in evaluation........... 69
        5.2.3 A comparison of EC and CC in effect ...........69-70
5.3 Results and analysis of interview ...........70-73

Conclusion

From the preceding some suggestions can be drawn for the future research:
(1) Teachers should heighten self qualities which include English specializedskill and organizing ability, to say nothing of theoretical knowledge about TBLT. Onlydo they have a thorough knowledge of TBLT, English reading teaching based uponTBLT can be applied effectively. Teachers should change their old teaching conceptand accept new theories to improve their own teaching abilities in a task-basedclassroom.
(2) Teachers should be careful to design various tasks and be reasonable tocomprehend different degrees of the task difficulty. Proper tasks can arouse learners'enthusiasm, interest and confidence; improper ones will 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。