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ina. However, mostteachers in China are still unfamiliar with the teaching model. On one hand, the NewCurriculum Criteria only simply introduces TBLT without any more explanations indetail. On the other hand, it is not an easy task to put the new teaching model into effect,especially for inexperienced teachers. As a result, it is crucial to make some attempts attask-based teaching model in English reading. It will be significant to promote theimplement of the New English Curriculum Standards. Meanwhile, it will improvestudents' reading competence.

1.4 Overview of the thesis
The thesis consists of five parts. Chapter one is a general introduction including thebackground, purpose and significance of the study. Chapter two focuses on a review ofliterature attempting to find out the theoretical basis of the study. The author firstpresents the theory of task-based language teaching，and then it deals with the conceptof task. Lastly, it presents the theory of reading. Chapter three introduces how to designtasks for teaching English reading. It includes task analysis, principles of designingtasks and probable errors in designing tasks. Chapter four mainly explores theapplication of task-based language teaching for teaching English. It introduces threecases of lesson plan and their teaching effects. Chapter five drives a conclusion givingsome pedagogical implications and suggestions for further study.

Chapter 2 Literature Review

2.0 Introduction
This chapter will be organized in three aspects in order to give a clear view of thetheories that can strongly support the thesis, such as the theory of task-based languagelearning, the theory of task in TBLT and the reading theory.Three parts will make up this chapter. In the first part of the chapter, the author willreview the theory of TBLT including its essential features, theoretical basis and itsresearch status both at home and abroad. In the second part, the author will introducetask in TBLT, such as the definition of task, its characteristics and types. In the third part,the theory of reading will be presented in three aspects.

2.1 Task-based language teaching
Task-based language teaching, as an approach in language teaching, arose in the1980s. In 1983, N.S.Prabhu who believed that foreign language should be taught bycommunication not for communication put forwards task-based teaching approachwhose tasks should interest students and be challengeable to them. TBLT stresses theprinciple of learning by doing. In TBLT language class, students will become the center,while the teacher will be a task designer, class organizer or an advisor. In this process,learners themselves will be valued.

Chapter 3 The Design of an Empirical Study...................... 33-39
    3.1 Research Questions...................... 33-34
    3.2 Corpus Design...................... 34-35
    3.3 Data Collection Procedures ......................35-36
    3.4 Data Analysis Procedures ......................36-39
Chapter 4 Results and Discussion...................... 39-72
    4.1 The Developmental Tendency of Run-on Sentence Errors ......................39-45
    4.2 Analysis of Comma Splices ......................45-59
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