| The task-based language teaching(TBLT) originated in the 1970 s.After more than ten-year practices and researches, the systematical TBLT theory was formed in the mid-1980 s. The ministry of education put forward clearly the TBLT approach in the New Curriculum Standard in2001. The whole country created a trend of TBLT practices and studies.Studies of the senior high school English TBLT are mainly on the studies of implementation problems of TBLT and the studies of application problems of TBLT, which are lack of discussions on task-design problems.Most of the existing studies analyze and find the task-design problems and their solving strategies from the perspective of the second language acquisition theory.The main research questions of the thesis are: 1) what are the differences between adaptation theory and second language acquisition(SLA) in studying, analyzing and solving senior high school English task-design problems in TBLT?(2) What are the senior high school English task-design problems in TBLT that can be better analyzed and solved by the adaptation theory? The research results showed: first of all,in the studying, analyzing and solving the task-design problems of TBLTaspect, different from one-sided and static characteristics of SLA, the adaptation theory has two outstanding characteristics: comprehensive and dynamic characteristics. Secondly, the adaptation theory is helpful to study, analyze and solve three common and remarkable task-design problems: indefinite definition of ’task’, inappropriate complexity and difficulty of tasks, and formalized task designation and group work. On that basis, this thesis provided the solving strategies of the tasks-design problems from the perspective of the adaptation theory.This study broadens and enriches the research fields of senior high school English task-design problems of TBLT and of practical application of adaptation theory, aimed to enlighten the future research. |
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