本文是一篇英语教学论文，本研究基于社会认知理论和有限注意能力假说，主要探讨任务类型、学习者投入和口语产出之间的关系，具体来说是研究两种类型的任务（决策任务和自由讨论任务）对高中生学习者投入和英语口语产出的影响，以及学习者投入在任务类型和口语产出之间的中介作用。
Chapter 1 Introduction
1.1 Research Background
In recent decades, language education has undergone a transformative shift towards communicative and task-based approaches, with task-based language teaching (TBLT) emerging as a prominent methodology. This pedagogical evolution emphasizes the importance of engaging learners in purposeful, real-world tasks to facilitate effective language acquisition. Central to TBLT is the idea that language acts as a means of communication, promoting language learning through engaging in authentic tasks that reflect real-world language usage. The effectiveness of TBLT in promoting language acquisition and engagement has been widely acknowledged (Skehan, 1998; Ellis, 2003).
The task, as the central component of this teaching method has been widely studied as well. From the perspective of cognitive psychology, scholars focus on three aspects: how learners use and allocate attention to complete tasks, the influence of task characteristics such as task types on learners’ oral output, and the impact of different conditions for completing tasks, such as preparation time, on learners’ oral production. Additionally, a variety of research has explored how various task features (such as pre-task planning, topic familiarity) and types of tasks affect second language (L2) production, as evidenced by studies such as those by Allaw (2021), Bui (2021), and Porto et al. (2023). However, within the expansive landscape of TBLT, a specific focus on the impact of task types on learners’ engagement is notably underrepresented in the existing literature (Lambert, 2017). Learner engagement, which refers to the level of active participation and investment of students in the learning process (Fredricks, Blumenfeld, & Paris, 2004), is progressively acknowledged as an essential factor in the success of language acquisition (Reeve & Tseng, 2011), and it is an important measurement of students’ learning process and an important predictor of academic achievement (Zhang, 2012). Studies in traditional education have provided substantial evidence regarding the correlation between task engagement and academic achievement (Newmann, 1991; Fredricks et al., 2004; Reschly & Christenson, 2012), suggesting that educational activities that promote engagement have a positive impact on learning outcomes and academic achievement. Understanding how task types influence learner engagement is essential for educators seeking to design interventions that foster sustained interest and participation.
1.2 Research Significance
Aiming at exploring the relationship among task types, learner engagement and senior high school students’ English oral production, this study may help enrich the task-related research and provide some pedagogical suggestions for senior high school teachers. Thus, the research significance will be discussed from theoretical and practical perspectives.
Firstly, with regard to the theoretical significance, this study contributes to the theoretical underpinnings of TBLT by specifically examining the effect of post-reading task types on senior high school students’ learner engagement and oral production. Prior investigations have frequently analyzed how various task characteristics, such as pre-task planning, topic familiarity, and task type, influence second language output and performance. However, there has been limited exploration into how English-speaking task types affect oral production, particularly through the lens of learner engagement. This study can help broaden the scope of research in this field, enhance the existing theoretical framework, and shed light on the effects of task types on learner engagement and oral production within the target language context. Additionally, to fully understand language learning and development, it’s essential to acknowle
