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摘要：However, comparing with students from Han nationality, Uyghur college students are in lowlevel, and they want to enlarge their English vocabulary size and improve their English level assoon as possible. So their motivation of English vocabulary learning is clearer and more definitethan Han nationality students.

icts theability of listening, speaking, reading and writing. So, how to enlarge vocabulary size becomes aprincipal task to learn English.
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Chapter II Literature review

2.1 About TBA
That is no doubt that the key concept in the task-based language teaching is task. Whether wecan understand or implement task-based language teaching or not widely depends onunderstanding of the definition or features of task. background but also in research purpose and research method, so the definition of task they give isdifferent. Moreover, the understanding of things is changing and developing, even same scholar indifferent times, the definition of task they give exits differences. Several kinds of representativedefinition is as follows:A task is a piece of work undertaken for oneself or for others, freely or for some reward. Thusexamples of talks includes painting a fence, dressing a child'" In other words, by “task” it meantthe hundred and one things people do in everyday life, at work, at play, and in between. (Long,1985:89)From definition of Long, we know task is real-world task. But the task Long mentioned, partof them need communication (booking air ticket), and some need not (dressing a child). However,some scholars hold that the purpose of designing or applying a task is developing language ability,so task should be a task only by using language. This reflected in definition of Richards.
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2.2 Rationales for TBA
The theory of Task-based Approach comes many aspects, such as psychological linguistics,social linguistics, second language acquisition and curriculum theory and so on. But the inputhypothesis，constructivism and the interaction hypothesis are the three main theories, whichcultivate students' ability of participation and finishing task by a large mount of information inputand different manners. These researches have far-reaching influence on TBA. The reason why theTask-based Approach is greatly recommended can be seen in this thesis. Interactive theory is firstly proposed by one of the advocators of TBLT Michael Long,when he is studying the second language acquisition. Early interactive theory states languagelearner may encounter difficulties or obstacles in the interactive activities. To overcomecommunicative difficulties, language learner must negotiate for meaning. According to Long'sinteraction hypothesis, learners usually need to communicate with others when they finishing thetask. In the process of communication, people need accept and deliver information. People notonly should pay attention to meaning others expressed, but also express their own meaningsprecisely and appropriately when they accept and deliver it. And they also need inquiry others, orquery or explain their own ideas. These will trigger more input and output. All of these are calledmeaning negotiation by Long.
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Chapter III Features, Principles and Operational.......... 22
3.1 Features ......... 22
3.2 Principles of Task Design......... 23
3.3 Operational process of TBA......... 25
Chapter IV The experiment.........28
4.1 Hypothesis of the study .........28
4.2 Subjects..... 28
4.3 Instruments .........29
4.4 Procedures......... 29
Chapter V Research results and data analysis.........44<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。