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.........34-35
        3.3.1 Questionnaire.......... 34-35
        3.3.2 Interview.......... 35
    3.4 Designing of Task..........35-36
    3.5 Data Collection ..........36-38
Chapter Four Results and Discussion.......... 38-51
    4.1 Results and Analysis on Questionnaire.......... 38-45
        4.1.1 Validity and Reliability of the Questionnaire.......... 38-40
        4.1.2 Results and Discussion of the Questionnaire.......... 40-45
    4.2 Results and Analysis on interview.......... 45-49
    4.3 Summary ..........49-51
Chapter Five Conclusions.......... 51-56
    5.1 Major Findings.......... 51-52
    5.2 Pedagogical Implications.......... 52-54
    5.3 Limitations.......... 54
5.4 Conclusions ..........54-56

Conclusion

Because motivation is the key point at the iacet of language learning, it issignificant for teachers to choose what kind of teaching approach to promote students'learning motivation. Domyei (2005) suggests, teachers should create a motivationalcondition that focuses on students and supplies a pleasant and supportive atmosphere.It is TBLT that offers the effective ways of doing this. Not only does it increaseslearners' initiative, but also realizes their practical purposes of learning English andeven strengthens their confidence. What's more, under the direction of TBLT,students feel more freely to express themselves in English, and appreciate thelearning process through doing a task.
All in all, in accordance with application of TBLT, it indeed provides a lot ofopportunities for us to foster, preserve and develop learners' motivation. We shouldtake TBLT into account in our teaching approach.

References
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[10] Crookes’ G 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。