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s get completely involved in the learning process to finish more tasks and gain morelanguage knowledge. The teacher is only as spectator. The vocabulary is leamt in more naturaland meaningful way by students when they make tasks in tourism English during the processof purposeful tasks. The students' competence and self-confidence are developed during thefinishing tasks.
Thirdly, the post-task phase gives the students chance to benefit from how others expresssimilar meaning. They are more likely to provide corrective feedback with each other whenthey are encouraged to do so. The advantage of post-task phase is that it offers the chance ofpeer learning, which promotes cooperation in groups because one group of students gives thepresentation to the whole classroom while the others give the supplementary about what isbeing said to induce the cooperation spirits with each other.
Fourthly, the post-task phase develops the students' ability of higher cooperation andcritical thinking skills. In working together to finish tasks, group members need to plan andorganize the tasks by themselves. The students also need make decisions, defend positions, resolve different opinions，solve problems, and undertake a number of higher thinking skillswhich may be available in whole class activities. Therefore, groups cooperate to finish thetasks that the teacher assigns. The group members require different kinds of abilities so theywill learn more and get the higher rank in tourism English vocabulary in post-task phase.
Fifthly，the teacher needs creating harmonious atmosphere and offering natural situation inclassroom in the post-task phase. The teacher is not the controller any more，but the spectatorwho guides and activates the students' learning interest. The teacher is also the assessor whooffers feedback and records the progress in which the students are making the tasks. Theteacher and students establish relationship in harmonious atmosphere and natural situation. Asa result，harmonious atmosphere and natural situation are formed where the students candisplay their positive emotional factors such as confidence, empathy or motivation,involvement in inquiry, the induction and deduction of knowledge to finish the tasks.
Sixthly, the empirical study investigates whether or not vocabulary teaching of tourismEnglish is effective in post-task phase and makes a comparison between students with doingtasks and students without doing tasks in the vocabulary teaching of tourism English. Thestatistical data is collected and analyzed. The experiment proves that there is significantdifference between the experimental group and the control group through data analysis andresearch result. The experimental group exceeds the control group in vocabulary teaching oftourism English.
The findings conclude the vocabulary teaching of tourism English to overcome boring inthat it provided interesting tasks and relax teaching environment to inspire the students'interests. It was clearly observed how much progress they made and success they experiencedto study vocabulary of tourism English through finishing the tasks. The teacher needs to makesure that the tasks can arouse the students' feelings and push the students to express themselves.The teacher needs to care for different needs from the students so that everyone couldexperience the feeling of success.

Bibliography
[1] Breen, M. Learner Contributions to www.51lun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。