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ers try to apply TBLT to their English teaching to meet the art students’ demands and to overcome the difficultieswe are confronting in English teaching of art majors, such as low learninginterest,dull learning atmosphere and so on. On the other hand, as for art majors, Inthe process of accomplishing the tasks, if art students can actively involved in thetasks, they can acquire the knowledge and the language skills in a cooperative,relaxing and meaningful way. Thus it can stimulate their learning motivation,reducetheir reading anxiety and build their confidence in putting what they have learnedinto practice.
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Chapter Two literature review

This chapter reviews the relevant literature on task-based language teaching andforeign language reading anxiety at home and abroad. First, the author presents thetheories and some relevant studies of task-based language teaching, such as thedefinitions of task and TBLT, components and types of tasks, frameworks of TBLTand so on. Then, the theories concerning foreign language reading anxiety will beintroduced mainly consisting of the definition of foreign language anxiety andforeign language reading anxiety and relevant studies of foreign language readinganxiety at home and abroad. Besides, the feasibility and effectiveness of using TBLAover the traditional teaching model on alleviate students’ reading anxiety ismentioned.

2.1Task-based Language Teaching(TBLT)
Task, as the key of TBLT needs to be clarified first before applying TBLT to thecollege art students’ English reading class. As for the definition of ‘task’, differentscholars have different ones for their different research perspectives. Somerepresentative definitions are listed as follows:According to Long’s view (1985: 89), A task is a piece of work undertaken foroneself or for others, freely or for some reward. In other words, 'task' means thehundred and one things people do in everyday life, at work, at play, and in between.From Long’s opinion, task refers to the tasks we do in the real world which can alsobe termed as ‘real-world tasks’. He emphasizes on the authenticity of tasks. And Weshould also notice that Long’s definition of task includes both the tasks done withlanguage and without language.
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2.2 Foreign Language ReadingAnxiety (FLRA)
Anxiety is a construct of psychology. Researchers haven’t reach a consensus onthe definition of anxiety due to their different study perspectives. For instance,Spielberger (1972) considers anxiety as ‘an unpleasant emotional state or conditionwhich is characterized by subjective feelings of tension, apprehension and worry, andby activation or arousal of the automatic nervous system’. However, in Leary’s (1982)view, anxiety refers to a cognitive affective response characterized by psychologicalarousal (indicative of sympathetic nervous system activation ) and apprehensionregarding a potentially negative outcome that the individual perceives as impending”.May (qtd.in Engler 1995) points out that ‘Anxiety is the apprehension cued off by athreat to some value that the individual holds essential to his or her existence as a person’. Arnold (2000) proposes that anxiety is associated with some negativefeelings such as uneasiness, fear, nervousness, self-doubt, apprehension, frustrationor worry. It arises from communication, poor performance, fear of negativeevaluation and bad learning experiences.Whereas foreign language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。