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Chapter I Introduction

1.1 Research Backgrounds
The modern linguist Gairna, R (1986) suggests that vocabulary is the key point ofunderstanding others and being understood by other people. Vocabulary learning istime-consuming in the process of learning a new language (Batia Laufer, 2001:26). We mayinfer that vocabulary undoubtedly plays an important role in the process of language studyand vocabulary teaching is the essential part of English teaching. In the last century, there aremany language teaching approaches in the world such as Grammar-translation Approach,Direct Approach, Audio-lingual Approach, Cognitive Approach, Communicative Approachand etc,. Task-based Instruction originated from the extensions of Communicative LanguageTeaching Approach. It proposed by N.S. Prabhu when he was working in Bangalore, India.With quick development of the society and the reform on Educational teaching concepts,English education need to achieve higher standards and improve better teaching effects. In2001, the National English Curriculum of Compulsory Education promulgated by theMinistry of Education. It advocates Task-based Instruction in language teaching and learning.Ever since the appearing of the Curriculum Standards, The Task-based Instruction becomesmore and more popular in China. As we all known, assisting the learners in developing their abilities of using language is the main aim of teaching language. At present, the Task-BasedInstruction is very helpful to English teaching in China. The authentic and meaningful tasklights up learners’ energy and passion. The learners also obtain interactive opportunities tolearn the language by joining in their process of learning.In the past 10 years, the National English Curriculum of Compulsory
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1.2 The significance of the Research
For quite a long time, both learners and teachers used to apply the traditional teachingapproach in China such as PPP model for it is very simple for English teachers to control thesituation of the class, but the learners can’t communicate with each other freely. What’s more,the learners faces the challenge to shift their attention from examine skills to language skills,especially the learners will try to communicate with people by implying the information theyhave learned. With the Task-Based vocabulary teaching method, Learners can take part invarious and interesting activities and obtain more opportunities to apply the language theyhave learned by finishing a series of tasks. The author will do experiment by applying TBI inEnglish vocabulary teaching in advanced technical school to testify the effectiveness andpracticality.TBI helps the learners to find efficient ways to conquer the difficulties that they face inEnglish vocabulary learning. The significance of this study is in the following:First, the ultimate goal of language learning is to use it. TBI indicates that learners canobtain communication skills by using language. Learners are interested in learning languageand challenging the interaction in language by completing a series of tasks in English class. Therefore, TBI in vocabulary teaching can promote the learners motivation and learners arewilling to make great progress by doing so.
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Chapter II Literature Review

2.1 Task-based Instruction
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