研究旨在比較任務導向教學及傳統式教學於華語初級學習者之學習動機、學習氣氛及學習成就的影響。本研究對象為在師大國語教學中心之初級學習者各兩班，共十二名，兩班教師皆由研究者擔任，實驗班採用任務導向教學，控制班採用傳統式教學，兩組受試者一週上課五日，每日兩堂各50分鐘，實驗教學研究為期十週。
本研究採取準實驗研究，以「使用課室活動教學之意見調查表」、「本期課堂教學暨自我評量表」、複習測驗及成就測驗為研究工具，對所有受試者進行調查，了解參與任務導向學習對此教學法之意見及適用性。其結果以選項被圈選次數之百分率與t檢定做分析，得到結論如以下描述。
本研究發現，（一）任務導向教學能提升學習動機；（二）任務導向教學能促進同儕情誼與互動關係，並帶動班級氣氛；（三）任務導向教學對學習者之學習成就有顯著提升，（四）學習者滿意任務導向教學之方式。
研究者根據研究發現加以討論，並對致力於華語教學之教師及未來研究提出建議。

一、英文部分
Breen, M. (1987). ‘Learner contributions to task design’ in C. Candlin and D. Murphy.
Bygate, M., P. Skehan, and M. Swain. (eds.). (2001) Researching Pedagogic Tasks: Second language learning, teaching and testing. Harlow: Longman.
Candlin, C. and D. Murphy (1987). Language Learning Tasks. Englewood Cliffs N. J.: Prentice Hall International.
Crookes, G. (1986). ‘Task classification: a cross-disciplinary review.’ Technical Report No. 4. Honolulu: Center for Second Language Classroom Research, Social Science Research Institute, University of Hawaii.
Dörnyei, Z. (2001). Motivational Strategies in the Classroom. Cambridge: Cambridge University Press.
Doyle, W. (1983). ‘Academic work.’ Review of Educational Research. 53: 159-99
Ellis, R. (1985). Understanding Second Language Acquisition (9th ed.). Oxford: Oxford University Press.
Ellis, R. (1994). The Study of Second Language Acquisition. (5th ed.). Oxford: Oxford University Press.
Ellis, R. (1997). SLA Research and Language Teaching. Oxford: Oxford University Press.
Ellis, R. (2004). Task-based Language Learning and Teaching (2nd ed.). New York: Oxford University Press.
Feez, S. (1998). Text-Based Syllabus Design. Sydney: National Center for English Teaching and Research.
Hadfield, J. (1984). Elementary Communication Games (9th ed.). Harlow: Longman.
Hatch, E. (1978). Second Language Acquisition. Rowley, Mass: Newbury House.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Krashen, S. (1985). The Input Hypothesis. London: Longman.
Krashen, S. (1994). ‘The input hypothesis and its rivals’ in N. Ellis (ed.): Implicit and Explicit Learning of Language. London: Academic Press.
Lee, J. (2000). Tasks and Communicating in Language Classrooms. Boston: McGraw-Hill.
Lightbown, P. (1985). ‘Great expectations: Second language acquisition research and classroom teaching’ Applied Linguistic 6:173-89
Lightbown, P.,& Spada, N. (1993). How Languages Are Learned. Oxford: Oxford University Press.
Littlewood, W. (1981). Communicative Language Teaching. Cambridge: Cambridge University Press.
Long, M. (1981). ‘Input, interaction and second-language acquisition’ in H. Winitz (ed.): Native Language and Foreign Language Acquisition. Annals of the New York Academic of Sciences 379.
Long, M. (1983a). ‘Native speaker / non-native speaker conversation in the second language classroom’ in M. Clarke and J. Handscombe (eds.): On TESOL ’82: Pacific Perspectives on Language and Teaching. Washington D.C.: TESOL.
Long, M. (1985). ‘A role for instruction in second language acquisition: task-based language teaching’ in K. Hyltenstam and M. Pienemann (eds.): Modeling and Assessing Second Language Acquisition. Clevedon: Multilingual Matters.
Long, M. (1996). ‘The role of the linguistic environment in second language acquisition’ in W. Ritchie and T. Bhatia (eds.): Handbook of Second Language Acquisition (pp.413-68) San Diego: Academic Press.
Long, M., & G. Crookes (1991). ‘Three approaches to task-based syllabus design’. TESOL Quarterly 26:27-56.
MacNamera, J. (1973). Nurseries, streets and classrooms: some comparisons and deductions. Modern Language Journal 57:250-4
McLaughlin, B. and R. Heredia. (1996). ‘Information processing approaches to research on second language acquisition and use’ in R. Ritchie and T. Bhatia (eds.): A Handbook of Second Language Acquisition. San Diego: Academic Press.
Nunan, D. (1988). The Learner-Centered Curriculum. Cambridge: Cambridge University Press.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. New York: Cambridge University Press.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.
Pica, T. (1992). ‘The textual outcomes of native-speaker-non native speaker negotiation: what do they reveal about second language learning’ in C. Kramsch and S. McConnell-Ginet (eds.).
Pica, T. (1994). ‘Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes?’ Language Learning 44: 493-527.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.
Richards, J., & Rogers, T. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Richards, J., J. Platt, and H. Weber. (1985). Longman Dictionary of Applied Linguistics. London: Longman.
Skehan, P. (1988). A Cognitive Approach to Language Learning. New York: Oxford.
Swain, M. (1985). ‘Communicative competence: some roles of comprehensible input and comprehensible output in its development’ in S. Gass and C. Madden (eds.). pp. 235-52.
Swain, M. (1995). ‘Three functions of input in second language learning’ in G. Cook and B. Seidlhofer (eds.) For H.G. Widdowson: Principles and Practice in the Study of Language. Oxford: Oxford University Press.
Widdowson, H.G. (1996). Teaching Language as Communicaion. Oxford: Oxford University Press.
Willis, J. (1996). A Framework for Task-Based Learning. Harlow: Longman.

二、中文部分
王文科、王智弘(1986)。教育研究法(增訂十版)。台北市：五南。
高順全(2005)。對外漢語教學探新。北京：北京大學。
道格拉斯‧布朗著，施玉惠、楊懿麗、梁彩玲譯(2003)。原則導向教學法。台北市：東華。
道格拉斯‧布朗著，余光雄譯(2002)。第二語教學最高指導原則。台北市：東華。
廖曉青(2002)。英語教學法。台北市：五南。

方文禮(2003)。外語任務型教學法縱橫談。外語與外語教學，9，17-20。
楊雅惠(2004)。合作學習法對國中生英語學習與學習態度上的效益。高雄市：國立高雄師範大學碩士論文。
溫偉娟(2001)。語法教學中運用任務教學法的實驗報告。國外外語教學，4，18-24。