Chapter 1 Introduction
1.1 Research Background
任务型语言教学是一个有平局的探讨人员“的关注在英语教学中的教学措施，该措施是第二语言习得的一部分，它是指一种基于任务的使用为核心的规划和指导单位在语言教学（Richards和罗杰斯1986:66）。在某段角度里复习，它是相同的方式LIS交际语言教学的合乎逻辑的发展它也强调教师和学生之间的互动，事实上，它可以概括为“边做边学，这意味着帮助？学生获得目标语言，用它来完成了一系列的相关任务，任务型语言教学在20世纪70年代末或80年代初开始在1979年，英语毕业论文，使用了帕布基于任务的措施，中专班，在印度班加罗尔，英语毕业论文，然后在20世纪80年代，这种特殊的措施是由一组SLA探讨者提出，在20世纪90年代后期，任务型教学法被引入中国。事实上，在他交往的教学计划。它带到中国，深深地作用了中国高中教育由传统的教学措施，他们强调形式的所有时间，但并没有给予足够的重视意义。他们还集中了很多老师的角色，换句话说，它是只有教师在课堂上的责任。有没有教师和学生在课堂上的反应和沟通，因此，学生们通常不知道如何正确使用语言。TBLT (Task-based Language Teaching) is one of pedagogies which have drawresearchers" attention in English teaching. The approach is part of second languageacquisition. It refers to an approach based on the use of tasks as the core unit ofplanning and instruction in language teaching (Richards and Rodgers 1986:66). In acertain perspective, it is the same way lis a logical development of CommunicativeLanguage Teaching for it also emphasizes on the interaction between teachers andstudents. In fact，it can be generalized as “learning by doing，,，which means to help-?..students acquire the target language by using it to complete a serious of related task.Task-Based Language Teaching started in the late 1970s or early 1980s. In 1979，Prabhu used a task-based approach with secondary school classes in Bangalore，India,on his Communicational Teaching Project. Then in 1980s，this particular approachwas proposed by a group of SLA researchers. In the late 1990s, TBLT wasintroduced into China. In fact, before it is brought to China, Chinese educators insenior school were deeply affected by traditional teaching methods. They stressed onform all the time but didn't pay enough attention to meaning. They also concentrate alot on teacher's role. In other words, it is only teachers who take the responsibility inclass. There are no reactions and communication between teachers and students inclass. As a result, students usually had no idea about how to use the languageproperly.
Over the past decade of years, much attention has been paid to second languageacquisition. With the national curriculum reform in elementary and secondaryschools, New English Curriculum was made by the Ministry of Education in 2017. Itadvocates TBLT and explicitly points out that carrying out TBLT aims at developingthe students' comprehensive ability of language use in the course of English teaching.According to the explanation, TBLT emphasizes that while developing their languagecompetence, teachers should pay more attention to fostering students' communicativecompetence, power of thinking, and co-operative ability, so that in the process oflearning, students can have specific task targets.
Reading accounts for a large participant in English education. However,problems of current English reading education actually exist in senior high school.Both teachers and students are so deeply affected by traditional teacher-centeredteaching modem that they are used to adopting the one-way teaching style. That is tosay, in a reading class, teachers ask students to read the passage only to complete theexercises in regardless of all other procedures. TBLT, on the contrary, pays moreattention to students' reading comprehension. As the author has mentioned before,TBLT calls for “learning by doing". By reading a passage, students are required tocomplete several tasks such as finding the main point or some detailed information.Through this particular way of readi
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