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udents to practice a specific linguistic point but to use language to work towards a goal (Skehan, 1998). Tasks are outcome evaluated and have a relationship with the real world (Foster and Skehan, 1996). Often problem solving is an element present in tasks; in order to solve a certain problem students need to use the target language.
　　　There are many viewpoints about and definitions of task. Initially the definitions involved a tax, piece of work, everyday activity, job responsibility, or general activity for learners. In second language teaching and learning, task is now often viewed as an outcome-oriented instructional segment or as a behavioral framework for research or classroom learning. Most often it still has the connotation of being externally imposed on a person or group, although the connotation of being burdensome or taxing is no longer emphasized. I now turn to ways by which we can analyze tasks for task-based teaching and learning.

1.2 Historical Development of Language Teaching Approaches语言教学方法的历史发展过程
　　　In recent years increasing numbers of teachers, in English teaching, have been looking for ways to change the traditional forms of instruction in which knowledge is transmitted, in a one-way process, from a dominant teacher to a class of silent, obedient, “passive” learners. They have sought ways to make the classroom more “student-centred” and have investigated the different ways in which students can play more active roles in discovering and processing knowledge. Hong Kong is no exception to this trend. Both the Primary School Syllabus for English Language and the Secondary School Syllabus for English Language state that “teaching efficiency is improved when the learners and their learning are the focus of attention instead of the teacher and his/her teaching”. The Secondary School Syllabus for the Use of English expresses the similar message that “learning is most effective when learners take an active role in the learning process”
　　　 This desire to make learning more student-centred is reflected in widespread attempts, in different areas of the curriculum, to introduce approaches which engage students actively in the learning process.  These approaches have been described under a variety of labels: “experiential learning”, “discovery learning”, “problem-based learning”, “co-operative learning”, the “activity-based approach”, and others. Underlying all of these approaches is a desire to involve students in some kind of purposeful interaction with information, objects and/or ideas, often in groups, in order to develop their skills and knowledge. In the field of language teaching, the approach which is currently best known in this respect is “task-based learning”. Again, this is a general trend to which Hong Kong is no exception. Thus, in each of the Syllabuses mentioned above, substantial sections are devoted to the principles and practice of task-based learning.
　　　Task-based learning can be regarded as one particular approach to implementing the broader “communicative approach” and, as with the communicative approach in general, one of the features of task-based learning that often worries teachers is that it seems to have no place for the teaching of grammar. In Teaching Grammar and Spoken English: A Handbook for Hong Kong Schools (English Section of the Advisory Inspectorate, 1993), my own contribution attempted to show that task-based app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。