TABLE OF CONTENTS DECLARATION ABSTRACT ACKNOWLEDGEMENTS DEDICATION TABLE OF CONTENTS LISTS OF ABBREVIATIONS LISTS OF TABLES CHAPTER 1. INTRODUCTION 1.1. Rationale 1.1.1. State of the problem 1.1.2. Theoretical rationale 1.2. Purpose of the Study 1.3. Research Questions 1.4. Significance of the Study 1.5. Limitations of the Study 1.6. Scope of the study 1.7. Organization of the Study CHAPTER 2. LITERATURE REVIEW 2.1. Definition of terminology 2.1.1. Defining ‘task’ and task-based language teaching 2.1.3. Tasks, Actvities and Exercises 2.1.4. Developments of Task-Based Teaching 2.2. Theoretical Foundations 2.2.1. Theories of language 2.2.2. Theories of language learning 2.2.2.1. Cognitive theory 2.2.2.2. Constructivist Theory 2.2.2.3. Generative Learning Theory 2.3. The nature of Task-based Language Teaching 2.3.1. How is TBLT different from other teaching methods? 2.3.1.1. Communicative Language Teaching (CLT) 2.3.1.2. Silent Way 2.3.1.3. Experiential learning 2.3.1.4. Co-operative learning 2.3.2. Task-based teaching versus other types of teaching instruction models 2.3.3. Task-based Teaching Framework 2.3.4. Task types 2.3.5. Materials for Tasks Initiated 2.3.6. Syllabus design 2.3.7. Learner roles 2.3.8. Teacher roles 2.4. The importance of understanding teachers’ interpretation of teaching methodology 2.5. Teachers’ interpretation of TBLT 2.6. Teachers’ views of teaching methodology and their classroom teaching 2.7. Conclusion 40 CHAPTER 3. METHODOLOGY1 3.1. The fitness of case study to the research purpose 3.2. Restatement of research questions 3.3. Case description and context of the study 3.3.1. The setting of the study 3.3.2. Participants 3.4. Instruments 3.4.1. Interviews 3.4.2. Observations 3.5.3. Teaching plan interpretation 3.5. The procedure: 3.5.1. Interviews 3.5.2. Class observation 3.5.3. Teaching plan interpretation 3.6. Data analysis 3.7. Conclusion CHAPTER 4. DISCUSSION OF THE FINDINGS 4.1. General overview of the findings 4.1.1. Teachers’ conceptualizations of task 4.1.2. Teachers’ conceptualizations of task-based teaching 4.1.3. Teachers’ attitudes toward task-based teaching 4.1.4. Factors affecting the TBLT implementation 4.1.5. The reality of teachers’ class teaching 4.1.6. Teachers’ class teaching implementation 4.2. Discussions of the findings 4.2.1. Congruence and incongruence between teachers’ conceptualizations and the composite view of TBLT 4.2.2. Congruence and incongruence between teachers’ classroom teaching practice and teaching plans with the composite view of TBLT 4.2.3. Consistence and inconsistence between their conceptualization with teaching practices and teaching plans CHAPTER 5. CONCLUSIONS, PEDAGOGICAL IMPLICATONS AND SUGGESTIONS FOR FURTHER STUDY 5.1. Summary of the major points of the study 5.1.1. Summary of the study 5.1.2. Conclusions 5.1.3. Pedagogical implications 5.2. Limitation of the study 5.3. Implications for future research LIST OF REFERENCES APPENDICES Appendix A: Interview Questions Appendix B: Schedule of taped Interviews Appendix C: Samples of classroom observations Appendix D: Samples of teaching plans of university teachers
