Chapter 1 Introduction
1.1 Background of the Study
在他看来，当学生解决他们的注意力的任务，而不是语言的形式，英语论文，他们可以更有效地学习语言（帕布1987）。美国哲学家约翰·杜威，任务型语言教学大纲提供了哲学基础。大卫努南的又一重大贡献，但在任务型教学的探讨表明，设置特定的任务，让学生充分使用他们的行为，英语论文网站，如果他们使用的语言。“（1989年努南）努南发表在1989年，有人认为这为交际课堂的任务设计。本书作为语言教学的任务型教学法的一个里程碑。在20世纪90年代以来，基于任务的措施成为更广泛的教育，特别是在英格兰最近建议威利斯（1996年），建议为代表的萨雷任务的基础上？学习活动应强调在语言学习中的意义和用法。在1996年，简·威利斯出版了专着基于任务的学习框架。非任务型教学任务基带处理它是有用的。Skehan（1998）提出了一个模型执行任务操作的关注焦点。他们是任务前词组，任务期间的短语和任务后活动。
In his view, when students fix their attentionon tasks rather than on the language form, they can learn the language more effectively(Prabhu, 1987). John Dewey, an American philosopher, provided a philosophicalfoundation for task-based language teaching syllabus. David Nunan, another majorcontributor to the research in TBLT suggests that setting specific tasks for students sothat they act as if they were using language." (Nunan 1989) In 1989, Nunan publishedDesigning Tasks for the Communicative Classroom. Some consider this book as amilestone of task-based approach to language teaching. In 1990s, task-based approachbecame more widespread in Education, particularly in England. More recent proposalsare represented by Willis (1996), who suggest? that the task based on learning activitiesshould emphasize meaning and use in language learning. In 1996, Jane Willis publisheda monograph A Framework For Task-based Learning. It was useful for both task-basedand non-task-based teaching. Skehan (1998) presents a model of implementing tasks tomanipulate attention focus. They are the pre-task phrase, the during-task phrase andpost-task activity.
TBLT was introduced to China in the late 1990s by David Nunan who was invitedto teach in Hong Kong University. Xia & Kong (1998), at Zhong Shan University, didthe research on TBLT and published an essay in which they first introduced andanalyzed the essence of TBLT. They hold the belief that language teaching should beclosely related to the real world. In 2017, Cheng further pointed out that TBLT Syllabusshould combine the process syllabus with tasks in China. In 2017, China worked out anew English course syllabus (referred to as National English Curriculum Standards),which advocated Task-based Language Teaching for the purpose of "with the guidanceof their teachers, students are expected to achieve the goals of tasks and experiencesuccess by touching, experiencing, practicing, interacting and operating, etc."(Liao，2017)Many attempts on the implementation of TBLT in Chinese English classroomteaching were made. For example, Lu Ziwen (2017), Professor of Normal University ofChina, who spent three years in carrying out a large-scaled experiment of implementingTBLT in 400 primary and middle schools. Gong Yafu (2017) introduced some basicconcepts on Task-based Language Teaching. Cheng Xiaotang (2017) studied the conceptand types of tasks. Cheng Kela, Liu Kaijin (2017) gave a description of what he thoughtof Task-based Language Teaching that of his teaching practice under the guidance ofthis concept. Others such as Lu Ziwen (2017) also referred to Task-based LanguageTeaching in their articles in different perspectives. All the above studies and researchersshow a positive prospect of the implementation of TBLT in Chinese English teaching.
Although the researches done abroad include both theoretical ones and empiricalones, and have proved that Task-based Language Teaching benefits learners in a varietyof aspects, it is n
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