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br /> Chapter Three Research Question,Hypothesis and Method......... 29-40
    3.1 Research Question........ 29
    3.2 Hypothesis........ 29-30
    3.3 Method ........30-40
Chapter Four Results and Discussion........ 40-49
    4.1 Results ........40-46
        4.1.1 Pretest Results........ 40-43
        4.1.2 Posttest Results........ 43-46
    4.2 Discussion ........46-49
        4.2.1 Hypothesis Verification ........47
        4.2.2 Explanations for the Results ........47-49
Chapter Five Conclusion ........49-52
    5.1 Findings ........49-50
    5.2 Implication........ 50
5.3 Limitations........ 50-52

Conclusion

This empirical research expounded the advantages of applying well-designedtopics in the TBLT approach that helped improve Chinese college students' oralEnglish accomplishment to a great extent. It was a research that might add to thepresent theoretical development of TBLT in China as well as offer reference to oralEnglish lecturing and acquisition in Chinese colleges.As far as theory is concerned, the research of adoption of well-designed topics inthe task phase of TBLT is comparatively inadequate in China. Thus，this empiricalresearch might supplement the inadequacy in this aspect of TBLT research to someextent. It could also contribute to people's understanding of TBLT as a whole andstimulate some English teachers to discover more in the field of TBLT. As time goes on,the popularity of TBLT will grow to a considerable size in China.
With respect to teaching practice, TBLT is very useful and effective. First, theTBLT approach is advanced in the operational process. It is based on students' interestand life experience and advocates participation and cooperation in real practice.College students are able to form positive and active thinking throughout the wholeprocedure of TBLT. They are capable of learning English and using English in theprocess of completing some tasks. TBLT can optimize college students' ways oflearning English, improve their learning motivation, realize personalized study, buildup their self-study ability and help their intelligence grow in an all-round way. Second,the adoption of well-designed topics in TBLT application might pave the way for theprogress of teaching quality as well as efficiency in oral English classes. Thus, it mightbe useful for English teachers to think of good topics that contemporary students areconcerned about. English teachers should whet their appetite for more and moreinteresting and practical topics that might interest their students as well. Well-designedtopics derive from a large amount of traditional and online reading, conscientious andresourceful planning，and abundant and flexible imagination. English teachers shouldstrengthen the concept that teaching content is of crucially importance in TBLTteaching practice.

References
1Bygate, M，Skehan, P., & Swain, M. (2001), Researching www.51lunwen.org/daxueyingyu/ pedagogic tasks: Secondlanguage learning, teaching and testing. London: Longman.
2Clark，J. (1987). Curriculum renewal in school forei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。