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4.1 shows that nearly all of the teachers have heard about TBLT. 68.4 % ofthem know TBLT from the teacher training. It is a good situation. At least，it shows thatTBLT has already penetrated into the rural areas, regardless of the effect. Next questionis “to what extent do the teachers know about task-based language teaching?" We canfind the answers to this question also from Table 4.1. 8.8% of the teachers don't knowTBLT very much，54.4% of them only have a general understanding, 33.3% of themknow this and only 3.5% fully understand TBLT. The teachers with a little and generalunderstanding is (8.8%+54.4%=63.2%), compared with the teachers with understandingand fully understanding (33.3% +3.5% =36.8). That means more than half of theteachers do not know very much about TBLT. We know that TBLT is more likely tofocus on the meaning rather than form. We can notice that 57.9% of the teachers chooseform as its focus. It is known that meaning has its priority. It shows again that mostteachers have heard about TBLT, but the understanding of TBLT is not enough.As for the teachers' attitude towards TBLT, most of the teachers (66.7%+5.2%=71.9) are in favors of TBLT and 28.1% of them maintain neutrality. We cannotice that there are no teachers who oppose TBLT. We can say, most of the teachersfrom rural middle schools in Anhui province hold a positive attitude towards TBLT.
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Conclusion

According to the above analysis, the major findings of this study are summarized asfollows:
(1) English teachers in rural middle schools in Anhui province have a positiveattitude towards TBLT. Therefore, most of them implement TBLT in their classroom. Itreally enhances the performances of both teachers and students, but this seems notenough. The reason is that teachers know TBLT to a certain extent, but it is notsatisfying. And this really affects the effect of TBLT implementation.
(2) According to the analysis of the questionnaire, we draw the conclusions asfollows. The female teachers in rural middle schools in Anhui province have a goodperception of TBLT. The teaching class level shows no difference in teachers’perception of TBLT, teachers' actual implementation and the effect of implementingTBLT. For the teaching age level, younger teachers are more inclined to implementTBLT. Teachers with the teaching ages from 11 to 15 years have the best effect afterimplementing TBLT. And for the professional titles level, we can notice that there is nosignificant difference in these three scales. Therefore, high professional title does notmean high teaching level as well as good effect of FB'l'L implementation.
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Reference (omitted)

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