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the rising popularity of the Asia-Pacific region in general over the last two decades (Goto-Butler, 2011). And the rise in popularity of TBLT may  be  due  in  large  part  to  the  explicit  support  from  government  curriculum  changes  in many countries in Asia-such as, Hong Kong (Littlewood, 2007) and China (Hu, 2013). For  the  sake  of  transforming  the  traditional  teaching  methods  which  focus  on grammar  and  vocabulary  knowledge  and  improving  English  proficiency  of  students, Chinese  government  and  Ministry  of  Education  (MOE)  advocate  reformation  of  ELT  in primary,  secondary  and  tertiary  schools.  MOR  (2001)  says  that  “Teachers  should  avoid teaching  method  focusing  on  knowledge  transmission  and  try  to  use  the  task-based approach  as  much  as  possible”.  Thus,  the  National  English  Curriculum  Standards  for Nine-Year Compulsory Education and Senior High School Education of 2001 puts forward TBLT  as  the  main  teaching  approach,  which  contributes  to  students’  practical  English competence.  Explicitly  stated  in  July  2001,  TBLT  was  universally  acknowledged  as  new round of pedagogic reform and innovation for enhancing the quality of ELT in China. 
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Chapter Three Research methodology ...... 20
3.1 Research questions ....... 20
3.2 Participants ......... 20 
3.3 Research instruments .... 22 
3.4 Research procedures ..... 26 
3.5 Data collection .... 26 
Chapter Four Data analysis and discussion ........ 29 
4.1  The  analysis  and  discussion  of  English  teachers’  perceptions ............. 29 
4.2 The analysis and discussion of constraints in English teachers’ implementations .... 35 
4.3 Summary ............ 49
Chapter Five Conclusion ........ 50 
5.1 Major findings .... 50 
5.2 Pedagogical implications ........ 52 
5.3 Limitations ......... 53 
5.4 Suggestions for further study ........... 54 

Chapter Four Data analysis and discussion

Major findings in this investigation are laid out in this chapter, which are divided into two sections according to research questions. The first section deals with English teachers’ perceptions  of  TBLT  and  the  second  section  is  related  to  constraints  in  teachers’ implementations of TBLT. Analysis and discussion are delineated in the light of findings. 

4.1 The analysis and discussion of English teachers’ perceptions of TBLT 
The findings corresponding to teachers’ perceptions of TBLT are presented regarding to two aspects: teachers’ understandings of TBLT and teachers’ attitudes towards TBLT in senior high schools. Although these two aspects were handled separately for easy analysis,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。