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pproach to Commercial English. Afterexperiment, he adopted questionnaire to research the effect of TBLT and it proves thatTBLT stir students’ learning enthusiasm, their practicability of English teaching andstudents’ team awareness. Dou Weilin also implemented Task-based LanguageTeaching approach to Commercial English teaching, in which he combined case studyand TBLT study. Sun Guangping implemented Task-based Language Teachingapproach to college oral English learning, in which he also adopt Willis’s frameworkfor task. Wei Jianhui applied TBLT to reading comprehension teaching. In his study,he put Willis’s framework to his teaching experiment and it proves that TBLT is moreeffective than traditional teaching method for reading comprehension class teaching.Liu Ping also tried to implement TBLT to reading comprehension process. Jia Zhigaomade some researches on listening comprehension with the assistance of TBLT.
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Chapter Two Task-based Language Teaching

2.1. Task
Task-based language teaching (TBLT, hereafter) emerged in the 1980s. Thisteaching method emphasizes the use of authentic language and focuses on askinglearners to do meaningful tasks using the target language. So what’s the meaning oftask? There are various definitions of tasks from different perspectives in secondlanguage acquisition:Long (1985:89) defines task as “a piece of work undertaken for oneself or forothers, freely or for some reward. In other words, by “task” is meant the hundred andone things people do in everyday life, at work, at play and in between”. He defines“task” as things that people do in everyday life.Richards, Plett & Webber (1986:289) think “a task is an activity or action whichis carried out as the results of processing or understanding language (e.g. as aresponse)… A task usually requires the teacher to specify what will be regarded assuccessful completion of the task. The use of a variety of different kinds of tasks inlanguage teaching is said to make language teaching more communicative since itprovides a purpose for a classroom activity which goes beyond the practice oflanguage for its own sake.” They define “task” from the view of the learner in theclassroom and emphasize on the communicative teaching.
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2.2. Task-based Language Teaching

2.2.1. The Definition of Task-Based Language Teaching
Nowadays, Task-Based Language Teaching attracts many teachers and scholars’attention in the field of foreign language teaching. Task-Based Language Teaching isa branch of communicative learning and teaching. TBLT focuses on the process oflearning and mutual interaction among students and teachers whose purpose is tocreate a genuine and natural environment of language.Task-based approach in second language teaching was first performed by Prabhu,who published the Bangolore research report in 1982 and proposed the concept oftask-based approach. Prabhu believed that students can learn more effectively whentheir minds are focused on the task, rather than the language they are using.Researchers involved in task-based approach have internalized experience fromlanguage research, the research of language learning and the research of foreignlanguage acquisition, and it is getting more and more mature together with them. Itsfunctions and value in constructing learner-centered classrooms and language learningcontexts, give learners the chance to communic本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。