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1.1 Background of the Research
In the past few decades, great change has taken place within the area ofeducation. Researchers tend to lay more attention on learner and learning instead ofteacher and teaching. In the meanwhile, referring to second language acquisition,researchers prefer to lay more emphasis on the process of learning rather than theproducts of learning (Oxford, 1992). As a consequence of this change, students’participation in classroom teaching process has attracted a lot of attention.In China, according to the new English Curriculum Standards (2012), the overallaim of English curriculum at the stage of compulsory education is to enable studentsto form comprehensive language application ability, to promote students’development of psychological ability and to improve students’ comprehensivehumanity through English learning. This means that the focus of teaching should beshifted from teacher to students. Teachers should help students cultivate their abilityto use English in classroom as well as outside the classroom. Only when students gaintheir communicative competences as well as linguistic competence in English canthey become closer to the aim. In addition, Zhou(2002) also asserts that modernEnglish classroom teaching should not be confined to teachers’ lead in reading aloudand explaining words’ lexical meaning, text, grammar, etc. She makes her idea clearby placing great emphasis on the improvement of students’ ability to use English tocommunicate with others and encouragement for students to participate actively in thewhole English teaching process, which can naturally lead to happy learning.Nevertheless, there are many problems existing in our current English teaching injunior middle school. Based on the observation of junior middle school English class,the following is a list of some obvious problems.
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1.2 Purpose and Significance of the Research
The new syllabus indicates that the development of students’ language ability isof great importance to help students express ideas and communicate with others inEnglish. Also, it places great emphasis on task-based language teaching method. Inthe process of carrying out meaningful real-life based tasks, students are encouragedto participate in learning actively by doing. In Nunan’s mind, a task is considered as“ a piece of classroom work which involves learners in comprehending, manipulating,producing or interacting in the target language while their attention is principallyfocused on meaning rather than form” (Nunan,1989, p.10). Information gap task canmake language teaching more communicative. Thus, a task involving information gapis regarded as communicative task. In this kind of task, learners pay more attention tothe meaning they express rather than afraid of making mistakes, so they are likely tospeak out more.
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CHAPTER TWO literature review

2.1 Task-based Language Teaching
Since the Task-based language teaching approach has been introduced in the1970s, it has attracted a lot of attentions from linguists and language researchers.Dozens of studies have been conducted by researchers to explore the task-basedlanguage teaching approach. In the task-based language teaching, the task is regardedas the key factor. First, surely, they need to give the term ‘task’ an appropriatedefinition. From different perspectives, many 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。