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Chapter 1 Introduction

1.1 Research Background
In the same time, vocational education has been rapidly developed in the recent yearsnot only in China but also in other foreign countries. More and more people realize theimportance of vocational education which place more emphasis on practice and trainingabout the industry. In that way, as an indispensable component in vocational education,the professional course’s learning seems very important for the vocational collegestudents. And the professional course is usually the compulsory course according tocurriculum of the vocational college. The students are required to learn and master thecontents of the professional course.However, because most of the professional courses are published in English, thestudents in vocational college who are weak in English have some difficulties in readingthe materials (mainly refer to textbooks) about the professional course. The outstandingproblem of reading the materials for students is ESP vocabulary teaching in theprofessional textbooks, while ESP vocabulary teaching is the key point of theprofessional course, and the more ESP vocabularies the students acquire, the easier andbetter they comprehend the textbook. Therefore, teachers are required to search a usefulteaching method to help students learn the ESP vocabularies.
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1.2 The Need for the Research
First, as mentioned above, there are no conclusive proofs that task-based languageteaching should be useful and helpful for ESP vocabulary teaching in the professionalcourse in vocational education. Under such circumstances, the author as well as otherteachers who are working in the forefront of education feels that we can’t afford to stopand do nothing but just wait for researchers’ answers. Ferris (1999) also said it wasdangerous to make important pedagogical decisions without adequate evidence. So it isnecessary to conduct a well-designed research to explore whether task-based language teaching can facilitate ESP vocabulary teaching in the professional course in vocationaleducation and make some contribution to the debate.Second, most of the studies mentioned above were conducted by foreign researchers orteachers with the subjects usually being ESL learners or EFL students in other countries,and little research has been done with Chinese students. As everybody knows, thepopulation in China learning English is the largest in the world. To find an effective typeof feedback to improve students’ acquiring more ESP vocabularies and understanding theprofessional course via the task-based language teaching is the impetus for the currentstudy.
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Chapter 2 Literature Review

2.1 Basic Concepts
As the term “task” is the key word in task-based language teaching, it is veryimportant for the language researchers to understand what the task is. What is a “task”?According to the Cambridge International Dictionary of English (1995), a task is “a pieceof work to be done, esp. one done regularly, unwillingly or with difficulty”. It seems noteasy to associate this definition in dictionary with the teaching approach aiming atmotivating language learning. At this point, many researchers have their different ideason this task. For example, Long (1985; 89) believes that a task is a piece of workundertaken for oneself or for others, freely or for some reward, while Breen (1987: 23)defin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。