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bsp;organizes language teaching content and method (Corder, 1981). Just as Bygate, Skehan& Swain (2000) indicated, the researchers and English teachers hold the different ideas about the task. That is to say, a researcher may think of the task as a variable of language performance or language acquisition, while the teachers will mandate the task as a procedure or an activity of the w hole teaching programme. Although regarding the task as a research variable or a teaching method will lead to disparate definition, but there’s a close link between the two definitions. The researches of taking task as variable will do a great help to language teachers for deciding what kind of task will be employed and when to use it. Therefore, more and more studies focus on t he relationship between the “task” and the language performance, and the application of language teaching. Many of the studies are based on the relationship of meaning and form, and the types of task, such as input tasks and output tasks. Comparing Fon F with meaning-oriented teaching instruction, Doughy (1995) showed that Fon F do better in improving the learners’ second language accuracy, it is benefit for learners’ language acquisition. And Willis (2003) once presented that students should pay more attention to the form of language when the task took part in.
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Chapter Two Literature Review

2.1 Previous Studies on Task-based Language Teaching
When Task-based language teaching takes into consideration, it often defined as a teaching approach which concerns “learning by doing”. It has rose widely concern and came into prosperity in the twentieth century, 1980s. Theories and modes of Task-based language teaching are originated from overseas studies. In this part, some theoretical works of it will be introduced.It is obvious that tasks can be found everywhere in our daily issues, such as getting ready for a meal, going to work by driving, buying something we need. It is difficult to make an assertion that there is an activity which cannot be named as a task. In the real world we live, tasks emphasize utilizing the correct strategies and carrying out the c orrect actions to achieve the desired goal. The ideal result of a task extremely depends on how the seria l measures of the goal cooperate with each other. That is to s ay, activities of human beings are abounding with tasks. Tasks exist among people by means of interaction in communication. There are large numbers of viewpoints pointed out the definitions of task from different perspectives. In the fields of language teaching and learning, task also has been defined in multiple ways by various linguists and researchers. Some of them were selected from the long list as following. The British linguist N.S. Prabhu (1987) once submitted the definition, he said “task” is a kind of teaching activity that the learners reach an out come through a procedure of thinking with given information, which teachers are permitted to instruct and