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instance, the capacity to cooperate and communicate with others. This is in agreementwith the standpoint of Harmer (1983) who holds that listening, social talk, and eventhe introduction of new language all involve activities, so are information gap task,oral composition，story reconstruction or parallel writing. Many studies have been carried out on this topic. Richard and Lockhart (2000)view the classroom activities as several tasks chosen for achieving particular teachingor learning goals. A teacher should make up his or her mind of what activities to useand when to use them to optimize the instructional goals.From Wilson's standpoint, classroom activity is to assist students to set upappropriate patterns of behavior. Willis (1996) calls these activities as "task chain".Cheng Xiaotang(2004) indicates that activities are particular tasks or say steps forstudents to complete. A simple activity should be snowballed into more complexactivities. And these activities are, in fact, interrelated.
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2.2 Relevant Researches on Classroom Activities Abroad
A host of articles and books reveal that research into English classroom activitieshave undergone over a long period of time. Swiss cognitive psychologist Jean Piagetadvocated learning in activities and he believed that knowledge is a result ofexperience, both physical and logical. John Dewey, a renowned educational reformerof America, highlighted learning in practical doing and advanced activity-basedteaching approach in America. From his viewpoint, teacher should not only deliverknowledge, but also take into account the tastes and experiences of the students.The systematic research of classroom activities booms in 1980s, which wasinitiated with N. Prabhu's Task-based Approach and Jeremy Harmer's BalancedActivities Approach. Jeremy Haraier (2000) pointed out that teachers should putemphasize on cultivating students' language skills in practice. And the balancedactivities approach sees the students' growing interest and involvement in the learningprocess as the primary factor in language teaching. David Nunan (2000) thought thatmore life-related tasks should be designed for students in English classroom, such asfilling out forms, buying newspapers, inquiring the ways, writing letters, and so forth.However, these studies mainly focus on theories and practice inEnglish-speaking countries but fail to provide much attention and practical guidanceto English classroom especially in a foreign country where people leam English as aforeign language without pleasing and satisfactory foreign language learning andapplication environment.
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Chapter Three: Theoretical Framework....... 11
3.1 Constructivism .......11
3.1.1 Social Constructivism .......11
3.1.2 Vygosky's "Zone of Proximal Development"....... 11
3.1.3 Task-Based Language Learning/Teaching....... 11
3.2 Monitor Theory .......12
3.3 Comprehensible Output Hypothesis....... 14
3.3.1 Noticing Function....... 14
3.3.2 Hypothesis-Testing Function.......   14
3.3.3 Metalinguistic Function .......14
3.4 Summary .......15
Chapter Four: Research Methodology....... 17
4.1 Research Questions....... 17
4.2 Research Subjects.......&nb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。