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摘要：In recent years, Higher Vocational Education in China hammers at stimulating students'learning interests, cultivating students' all-around competence. With the development of thesociety, and the need of social economy, it is imperative to reform vocational college Englishteaching methods.

sh reading test on normal exam papers tends to check students'understanding of the text.
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Chapter II Literature Review

2.1 Previous research on Task-based Language Teaching
TBLT is a learner-centered approach which was proposed by N. S Prabhu in the1980s.The approach can greatly promotes students' learning interests and improves theirall-around abilities. Students who actively involves in various well-designed activities canefficiently foster their communicative con^)etence, cooperative learning ability and groupingspirit by finishing many communicative-oriented tasks. Since its outstanding advantages, it iswelcomed by a lot of teachers. Teachers all over the world began to investigate itsapplication. TBLT as one of the branches of Communicative language teaching was proposed by N.S. Prabhu, who is generally considered as the father of task-based language teaching andcarried out a strong communicative experiment which was called BangaloreCommunicational Teaching Project (CTP) in India in 1980s. His experiment intended totestify the feasibility of communicative activities in developing students' communicativecon^jetence and skills. Prabhu’s strong version of TBLT insists that saying and doing thingscan results in the acquisition of English. He also put forward the three-stage of TBLTimplementation: pre-task, task and assessment which lay solid foundation for further study ofTBLT.
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2.2. Previous research on English reading teaching
Among the four English language skills, reading is used most by students to acquireinformation in their studies. Hence, learners need to master efficient reading skills tocomprehend a large amount of information both in their studies and at work. For a great manyyears, foreign researchers have made great effort on the study of reading. In 1879, an articleabout eye movements in reading was published on a paper (Samuels&Kamil,1984).Bottom-up reading model which was put forward by P.B.Gough was the major readingmodel in 1950s and 1960s. This word to word reading approach has its advantages anddisadvantages; on the one hand, it can improve students' understanding of inner structures ofsentences and develop their grammar knowledge; on the other hand, it neglect readers' activecognitive process in their reading process. In 1967, Goodman proposed the top-down reading model (also known as the psycho linguistic model of reading), which make good use ofreaders' prior-knowledge to sanqjle, predicate, test, confirm and revise. But it fails to improvestudents' linguistic knowledge. Rumelhart(1977) raised the interactive reading model whichintegrate the top-down model and the bottom-up reading model. In 1983，schema theory wasput forward by Garrell and Eisterhold, which falls into three types: linguistic schemata,content schemata and formal schemata. Many researchers have made good use of theseteaching models to improve readers' reading competence.
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Chapter HI Theoretical Foundation....... 13
3.1 Task-based Language Teaching....... 13
3.2 English reading teaching....... 27
3.3 Principles of Task-based English reading teaching....... 33
3.4 Types of English reading tasks .......34
Chapter IV Research Design....... 36
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