本研究採取準實驗研究的方式，從台師大國語教學中心現有的中級班課堂進行隨機抽樣六個班級，以溝通式教學與語言定式操練教學課堂形式之班級設定為對照組；以任務式教學為主要教學形式的班級設定為實驗組，進行針對學習者的注意力評估。

本研究藉由課室觀察、實驗分析、問卷調查分析等過程，企圖找出華語教師應如何在課堂上改善學習者注意力不集中的問題，並在最後提出教學建議，落實華語文教學的實際層面。
經研究數據顯示，教師使用任務式教學法的班級具有「認知心理優勢」，亦即：
一、
教師在課堂使用以任務式教學法為主的班級，相較於使用溝通式及語言定式操練的班級，學習者的注意力較為集中。

二、
以任務式教學進行的課堂，教師較容易掌控班級狀況，重新喚起學習者的不注意問題。

三、
不論實驗組及對照組，經由準實驗研究顯示許多現象：亞洲學生的注意力成績高於歐美學生。

四、
各班年齡較長的學習者其注意力成績優於年齡較輕者；各班學習者的注意力成績與教師給予學習者的整體語言能力評分有關聯性，學習者越集中注意力，其語言能力的表現也可能較好。

The research was carried out in the way of quasi-experimental research methodology at the Mandarin Training Center of National Taiwan Normal University. Six classes were chosen randomly, and later they were divided into two groups in order to examine the status of the students’ attention: teachers in the control groups used the Communicative Language Teaching method and the Formulaic Speech Approach to teach Mandarin Chinese; in the experimental groups Task-based Language Teaching method (TBLT) was used.

The research was to figure out solutions that might resolve issues related to student lack of attention as well as coming up with suggestions on how to apply this in the Chinese language classroom.

According to the research data, teachers who used the TBLT method in their classes had “cognitive psychological advantages”. Students in the experimental groups got better grades in the attention tests and they had better attendance (in terms of percentage) than the students in the control groups. Additionally, the Asian students in both the control and experimental groups did better on the attention tests than the European and American students. As for the grades of language performance given by the teachers also showed relation with the attention test, which likely means that when students tend to be more attentive in class they will often get higher language performance.

中文部分
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徐子亮(2002)。〈漢語作為外語的口語教學新議〉。《世界漢語教學》(4)。
張 黎(1995)。〈試論中級口語課的規範化問題〉。《語言文化教學論文集》。北京：外語教學與研究出版社。
郭靜晃(2006)。《兒童心理學》。台北：洪葉文化事業有限公司。
彭聃齡(1990)。《認知心理學》。哈爾濱：黑龍江教育出版社。
曾文雄(2002)。〈任務教學法的實施模式〉。《攀枝花大學學報》，第19卷第2期。
曾文雄(2005)。〈任務教學法研究及在中國的應用〉。《基礎英語教育》，第7卷第1期。
程曉棠(2002)。《任務型語言教學》。高等教育出版社。
黃遠振、陳志軍(2005)。〈有意注意假設：演繹、實踐與啟示〉。《安陽工學院報》，第18期。
葉德明(2002)。《華語文教學規範與理論基礎─華語文為第二語言教學芻議》。
葛雪松(2006)。〈影響注意力的十大因素〉。《基礎教育學改革論壇》，第六期。
靳洪剛(2004)。〈語言定式教學法在中文習得和中文教學中的作用〉。《全美中文教師學會學報(JCLTA)》，第39期-1, pp. 45-62。
靳洪剛(2006)。〈分組活動的教學形式及互動性探討〉。《中文教學與研究論文集》。北京語言大學出版社。
趙明霞(2006)。〈在教學過程中如何組織學生的注意力〉。《中國水運(理論版)》，第四卷第三期。
趙繼政(2006)。〈注意力研究與任務設計〉。《天津外國語學院學報》，第13卷第2期。
暴麗穎、何淼波(2007)。〈任務設計對第二語言習得的影響〉。《佳木斯大學社會科學學報》，第25卷第3期。
潘淑滿(2003)。《質性研究：理論與應用》。台北市：心理出版社。
鄭 姬(2008)。〈對任務教學法的質疑─一個以教師為主體的實證研究〉。《教學與管理》。

英文部分
Ausubel, David (1963). “Cognitive Structure and the Facilitation of Meaningful Verbal Learining”. Journal of Teacher Education 14: 217-21.
Ausubel, David (1968). “Education Psychology: A Cognitive View”. New York: Holt, Rinehart & Winston.
Brown, Douglas (2006). “Teaching by Principles: An Interactive Approach to Language Pedagogy”. Pearson Education.
Goldstein, S. & Goldstein, M. (1990). “Managing Attention Disorders in Children: A Guide for Practitioners”. New York, John Wiley & Sons. Inc.
Jack C. Richards and Theodore S. Rodgers (2001). “Approaches and Methods in Language Teaching”. Cambridge University Press.
James W. (1890) “Principles of Psychology”. Harvard University Press.
Krashen, S. D. (1981). “Second Language Acquisition and Second Language Learning”. Oxford: Pergamon.
Littlewood (1981). “Communicative Language Teaching: An introduction”. Cambridge University Press.
Long, M. (1988). “Focus on Form: A Design Feature in language teaching Methodology”. Amsterdam: John Banjamins.
Nunan, D. (1989). “Designing Tasks for the Communicative Classroom”. New York: Cambrige University Press
Pica, Kanagy and Falodun(1993). “Choosing and Using Communicative Tasks for Second Language Instruction ”. In G. Crooks and S. Gass (eds.), Task and Language Learning: Integrating Theory and Practice. Clevedon: Multilingual Matters. 9-34
Robinson, P. (2001). “Task Complexity, Cognitive Recourse, and Syllabus Design: A Triadic Framework for Examining Task Influences on SLA”. Cognition and Second Language Instruction. Cambridge: Cambridge University Press.
Schmidt, R. (1990). “The Role of Consciousness in Second Language Learning”. Applied Linguistics, (11), 129-158
Schmidt, R. (1995). “Consciousness and Foreign Language Learning: A Tutorial on the Role of Attention and Awareness in Learning”. In Schmidt, R. (1995) Attention and Awarenessin Foreign Language Learning. Honolulu: University of Hawaii Press, 165-209.
Skehan, P. (1992). “Strategies in Second Language Acquisition”. Thames Valley University Working Papers in English Language Teaching, (1).
Skehan, P. (1996). “A Framework for the Implementation of Task-Based Instruction”. Applied Linguistics vol:17 : 38-62
Skehan, P. (1998). “A Cognitive Approach to Language Learning”. Oxford: OUP.
Swain, M. (1985). “Communicative Competence: Some Role of Comprehensible Input and Output in Its Development”. Input in Second Language Acquisition, pp234-256. New York: Newberry House.
Theodore W. Frick (1990). “Analysis of Patterns in Time: A Method of Recording and Quantifying Temporal Relations in Education”. Indiana University.
Willis, J. (1996). “A Framework for Task-based Learning”. Harlow, Essex: Longman.
Willis, J., and D. Willis (eds). (1996). “Challenge and Change in Language Teaching”. Oxford: Heinemann.

工具書
張春興(1992)。《張氏心理學辭典》。台北市：東華書局。
David A. Statt (1998), The Concise Dictionary of Psychology 3rd edition, Routledge London and New York.
Gary R. VandenBOS (2007) APA Dictionary of Psychology, Washington, DC: American Psychological Association.

教材
《新版實用視聽華語》3、4 [國立台灣師範大學國語教學中心(2008)。台北市：正中書局。]

網路資源
台灣華語文口語能力測驗等級規劃表(2006)。 [2009年4月3日取自國家華語測驗推動工作委員會http://www.sc-top.org.tw/chinese/OR/test1.php]