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distinguished linguists propose theirdefinitions on a task, including Long(1985), Richards, Platt and Weber(1986), Breen(1987), Prabhu(1987), Nunan(1989), etc. Then, the subsequent investigations areconcerned with the classification of the task, the principles for task-based languageinstruction and the framework for task-based language instruction.Among the areas of the researches on task-based language teaching, one of themost important topics is how to identify a task. Task is considered as a crucial conceptin the process of task-based language teaching. According to different opinions, anumber of researchers have put forward different definitions of task. Undoubtedly, agood comprehension of the task to some extent can be the key to success in thetask-based language teaching. Therefore, a number of scholars and researchers havemade great efforts to the research field, and have given a lot of contributions to thedevelopment of this field in the past as well. The following shows the representativedefinitions on what a task is.
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2.2The Principles for Task-based Instruction
The task-based language teaching has been widely used in the area of languageteaching. There is no doubt that how to design a task plays an important role in thetask-based language teaching. In the process of designing a task, a teacher needs notonly familiar with the content, the types of tasks and materials that students areinvolved with, but also keep the learning process in mind that how to guide thestudents to do the tasks. That is to say, a teacher should put many factors intoconsideration while designing a task. In order to facilitate language teaching, somelinguists and scholars put forward some principles for task-based instruction.According to Willis (1996), there are five principles to perform the task-basedinstruction. Firstly, students should be exposed to worthwhile and authentic language.Secondly, the use of language is essential. Thirdly, tasks should stimulate students touse the language. Fourthly, there should be a focus on language at some points in atask cycle. Fifthly, at different times the focus on language should be more and lessprominent.
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CHAPTER THREE RESEARCH methodology ........33
3.1 Research Questions.....33
3.2 Participants....33
3.3 Research Instruments .........34
3.4 Research Procedures ..........38
3.5 Samples of Information Gap Tasks and Analysis ........39
CHAPTER FOUR DATA COLLECTION AND ANALYSIS .....45
4.1 Results of Questionnaire Investigation ..........45
4.1.1 Result of Students’ Classroom Participation Questionnaire ..........45
4.1.2 Comparison between the Pre-test and the Post-test.......48
4.2 Analysis on the Classroom Observation ........55
4.3 Results of English Tests .....56
4.3.1 Result Presentation of English Tests....56
4.3.2 Comparison and Analysis of the Result ......57
4.4 Analysis on the Interview..........58
CHAPTER FIVE CONCLUSION ......61
5.1 Major Findings.....61
5.2 Implications of the Research.....62
5.3 Limitations of the Present Study and Suggestions .......64

CHAPTER FOUR DATA COLLECTION AND ANALYSIS

As mentioned above, the experiment is designed to change the situation ofstudents’ participation in English classroom and testify whether information gap taskscan affect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。