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s done the education practice in a keymiddle school in Chongqing (during this period, the author audited the English classesof the whole junior Grade 2 for about two months) and has attended some English openclasses of some junior high schools in different levels and has also watched some openclass videos. On the basis of theories related to TBLT, the author found that someproblems existed in English classroom activities practice. Thus, the author selected fourtypical cases to analyze problems from such aspects as form and meaning, input andoutput, task chain, meaning negotiation and real-world tasks. Then, the author combinedwith the real situation of English teaching in China and put forward some suggestions.The author hopes that teachers can have a better understanding of TBLT, TBLT can bebetter implemented and the possible good teaching results expected in TBLT can beachieved.
　　

　　1.3 Organization of This Thesis论文结构
　　Chapter One introduces research background, purpose and significance of thestudy.Chapter Two reviews relevant studies abroad and at home and some importanttheories on TBLT and its English classroom activities. For the previous studies abroadand at home on English classroom activities of TBLT, a general introduction is given.Theories on TBLT include task, broad-sense task school and narrow-sense task school,task classification, TBLT’s definition, features, principles, framework and theoreticalbases which cover Dewey’s pragmatism epistemology, language acquisition andinteraction theory and social constructivist theory. Theories on English classroomactivities of TBLT include the classification of English classroom activities, thedistinction between TBLT classroom activities and traditional classroom activities, theprinciples of English classroom activities design of TBLT and students’ participationways.Chapter Three describes the research methodology for the study. It covers researchquestions of the study, the subjects and research methods.Chapter Four analyzes four teaching cases to know about problems existing inEnglish classroom activities practice on the basis of TBLT.Chapter Five gives suggestions to the English classroom activities practice ofTBLT in China.Chapter Six draws a conclusion. It gives the summary of major findings in thestudy, discusses limitations and gives suggestions for further research.
　　

　　Chapter 3 Research Methodology......................................... 32-35
　　    3.1 Research Questions........................................ 32
　　    3.2 Subjects ........................................32-33
　　    3.3 Research Methods........................................ 33-35
　　Chapter 4 Problems in the English Classroom ........................................35-60
　　    4.1 Respective Problems........................................ 35-56
　　        4.1.1 Focus on Meaning and ........................................35-42
　　        4.1.2 Input and Output ........................................42-52
　　        4.1.3 Task Chain ........................................52-56
　　    4.2 Common Problems ........................................56-59
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