Maintaining Children's Interest in Task-based English Learning

英文文摘

Acknowledgements

Chapter 1 General Introduction

1.1 The general condition of English teaching in primary schools

1.1.1 New course requirement

1.1.2 Course design

1. 1.3 Teacher resources

1.1.4 Teaching materials

1.1.5 Equipment and facilities

1.2 The objective of the research

Chapter 2 Literature Review

2.1 Psychological and pedagogical studies of interest

2.1.1 Russian researchers' studies of interest

2.1.2 Western researchers' studies of interest

2.2 Studies of interest and motivation in second language acquisition

2.3 Psychological features of children

2.3.1 Cognitive development of children

2.3.2 Features of children's attention

Chapter 3 Task-based Learning

3.1 Historical studies of Task-based Learning

3.2 Definition of task

3.3 Tasks and ‘Exercises'

3.4 Varieties of task

3.5 Features of Task-based Learning

3.5.1 Framework of communicative tasks

3.5.2 Basic procedures of the three phases in the TBL framework

3.5.3 Task-based Learning and SLA theories

3.5.4 Task-based Learning and the PPP model

Chapter 4 Experiment, Observation and Survey

4.1 Hypothesis

4.2 Research Method

4.2.1 Samples

4.2.2 Instruments

4.2.3 Procedure

4.3 Results and discussion of the questionnaire survey

4.3.1 Results and discussion of the first questionnaire

4.3.2 Results and discussion of the second questionnaire

4.3.3 Statistical analysis and discussion of the oral English test

4.3.4 Teachers understanding of TBL

Chapter 5 Possible Areas for Improvement

5. 1 Fluency and accuracy

5.2 Choosing the style to suit the mood

5.3 Keeping the lesson simple

5.4 Integrating authenticity with education

5.5 Systemizing and maintaining the continuity of tasks

5.6 Making use of a rich variety of after-class activities

5.7 Teacher development

Chapter 6 Conclusion

Appendix Ⅰ 问卷调查表 1

Appendix Ⅱ 问卷调查表 2

Appendix Ⅲ Spoken English Test

Appendix Ⅳ Sample Transcripts

Appendix Ⅴ A Sample Lesson

References