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es that the task is a range of work plans. And Nunan (1989: 10) comprehends thatthe task is a piece of classroom work which involves learners in comprehending,producing or interacting in the targeted language while their attention is principallyfocused on meaning rather than form. From his statement, he concludes that the task isconcentrated on meaning in the targeted language. Also, Stern (1992:195-96) associatesthe tasks with realistic language use. Many writers see the category of task as comprisingonly activities that involve communication. Estaire and Zanon (1994:13-20) distinguishtwo main categories of task within it: ‘communication tasks’, in which the ‘learner’sattention is focused on meaning rather than form’, and ‘enabling tasks’, in which themain focus is on linguistic aspects (grammar, vocabulary, pronunciation, functions, anddiscourse’).
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2.2 TBLT and Evolution
In the early 1970 s, language teaching absorbed the pragmatics of language teaching,the theory of social linguistics, psycholinguistics, and formed the communicativeteaching theory. The starting point of communicative teaching method is to develop thelearner's ability to express ideas (content), in the communicative activities and teachers inthe teaching process are mainly to guide students to convey meaning in communication.In southern India in 1979, Prabhu conducted a strong communication experiment. Hemade the communication content designed to a variety of tasks, and made learners learncommunication by completing tasks. Prabhu thought, in the process of completing thetask, although the teacher did not clearly teach grammar rules and grammar errorcorrection, students would internalize the grammar rules system automatically when theyfocused on meaning. The test sparked the interest in the field of language teaching. Sincethen, many linguists devoted themselves to task-based language teaching experiments,constantly enriching and developing the teaching theory. Breen and Candlin improvedstudy of Prabhu, and gave the class designer's new mission, namely providing alternativefor the teaching tasks and activities, so learners would be more active in the learningprocess. They put forward a series of dimensions to choose tasks and measure thedifficulty of the task, including cognitive complexity, communicative stress, theuniqueness and universality, code complexity and the continuity of process, and so on.They chose the corresponding task for learners by distinguishing the difficulty of the task,according to the dimension of the task. Willis provided the guide of the operational layerfor teachers in the classroom teaching.
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Chapter 3 Research Methodology....18
3.1 Research Questions .......18
3.2 Method........18
3.2.1 The Research Site .........18
3.2.2 Participants .......18
3.2.3 Research Materials........19
3.2.4 Procedure ....20
3.3 Data Collection .......22
3.4 Data Analysis ....23
Chapter 4 Results .....24
4.1 Students’ Performance.........24
4.2 Improved Student Learning Aspects ......29
4.2.1 Academic Achievement .......29
4.2.2 Learning Enthusiasm.....30
4.2.3 Learning Confidence .....31
4.3 Influence of Teaching Process on Teachers .......32
4.4 Summary.....34
Chapter 5 Discussion......35
5.1 Students’ Performance.........35
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