Chapter One Introduction
1.1 Research Background
English came into China with western technology in the late 19century "underthe philosophy of Chinese learning as the essence. Western learning for its usefulness"(Hayhoe, 1999; 37-38). English language teaching (ELT) “first entered the Chinesesecondary school curriculum together with German and Japanese in 1902”（He，英语毕业论文，2017:12).ELT in China has become much more international since the 1990s (Lam, 2017:82). As identified by Lam (2017: 83), notable events in the ELT field during this periodindicate China's active exchange and cooperation with the outside world, as follows:(1) First approved in 1999, the National Research Center for ForeignLanguage Education was established at Beijing Foreign Studies University inMarch 2017 to conduct research in foreign language education in bilingualism.(2) In 2017, the International Association of Teachers of English as aForeign Language (lATEFL) also endorsed the establishment of a Chinabranch.(3) China joined the World Trade Organization in December 2017. Theimpact of this event in education was so great that a special policy plan inresponse to this event was published on the Ministry web site.(4) In July 2017, the TESOL (Teacher English to Speakers of OtherLanguages) Candlelight project was announced in July 2017 by the Ministry ofEducation.(5) In August 2017，the first lATEFL China conference was held inTonghua in the Jilin province.(6) 2017 saw China joining AILA (International Association of AppliedLinguistics) in the form of CELEA (China's English Language EducationAssociation).
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1.2 Research Objectives
Now in China，英语论文题目，TBLT has been widely accepted and advocated by linguisticresearchers and language teachers. But the actual implementation of the TBLT approachin English teaching is still inadequate and superficial, and is far from satisfaction. Whatare the causes of the current situation? First and foremost the teachers are responsiblefor introducing the approach into the classroom, for designing the tasks and helping thestudents to carry out the tasks.Therefore, we should first look at the teachers, and before anything else, we needto know how much they know about the TBLT approach and to what extent theyimplement TBLT.The primary purpose of the study is to investigate the current situation of theunderstanding of the TBLT approach among Anhui rural middle school English teachers.A questionnaire is used in the present study aims to collect data on the actual situationwhich makes the study more reliable. The second purpose of the study is to provide,based on the findings of the survey, some suggestions for the creation of a moreTBLT-friendly environment to facilitate TBLT's implementation in China's rural middleschools.Finally, we hope to help English teachers in rural middle schools facilitating theirEnglish teaching through investigating the implementation of TBLT in middle schoolsin rural areas. Furthermore, this study may also help students from rural areas improvetheir English language proficiency.
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Chapter Two Literature Review
2.1 An Overview of TBLT
This section first reviews TBLT from the historical perspective. Later, a theoreticalframework of TBLT and TBLT implementation is presented. It is hoped that this can beprovided as some basis of the questionnaire. Task-based
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