中职英语任务型教学应用研究tschool-学位论文

分类号：单位代码：10451密级：公开学号：在职攻读教育硕士专业学位论文作者姓名：第一导师姓名、职称教授第二导师姓名、职称学位类别名称教育硕士专业领域名称学科教学（英语）论文答辩日期2015年10月10日答辩委员会主教授TheStudyofApplication

ofTask-basedEnglishTeachinginSecondaryBySupervisedbyProfessorZhangFuyongSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMasterofEducationInTeachingEnglishasaForeignLanguageIntheSchoolofForeignLanguagesLudongYantaiOctober2015鲁东大学硕士学位论文中职英语任务型教学应用研究作者姓名：第一导师：教授第二导师：学位类别：教育硕士专业领域：学科教学（英语）鲁东大学外国语学院二○一五年十月学位论文原创性声明和使用授权说明学位论文原创性声明本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律后果由本人承担。作者签名：日期：年月日学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权鲁东大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。本学位论文属于保密□，在年解密后适用本授权书。不保密eq\o\ac(□,√)。（请在以上相应方框内打“√”）作者签名：日期：年月日导师签名：日期：年月日AcknowledgementsIwishtoexpressmygratitudetothosewhohavehelpedmeinwhateverformsduringtheprocessofwritingthisthesis.Firstandforemost,Iwouldliketoacknowledgemyrespectedsupervisor,ProfessorZhangFuyong,whogivesmeinspirationtoworkonthistopicandoffersmeinvaluablesuggestionsandacademicexpertisethroughouteachstageofthesiswriting.HisdedicationandprofessionalisminEnglishlanguageteaching,unendingpursuitofprecisioninresearchwork,andgenerouskindnesstostudentshaveinspiredmesomuchinmystudy,research,anddailylife.Withouthisunrelentingpatienceinrevisingthisthesis,aswellashisinvaluablecomments,enlighteningguidanceandconstructivesuggestions,thisthesistrulywouldnothavecomeintothepresentversion.IamalsodeeplyindebtedtoalltheotherteachersinLudongUniversity,Prof.SuYong,Prof.LvJun,etc.,fortheirimpressivelecturesandacademicenlightenment,fromwhichIhavegainedalotduringthecourseofmygraduatestudy.Iamtrulygratefultoallthetalentedteachersandstudentsinvolvedinmyresearch,fortheirfullenthusiasmandunrelentingpatienceinansweringtheinterviewquestionsandquestionnaires.Mygratitudefortheirinvaluablefeedbackandsupportisimmense.Muchgratitudealsogoestomyfriendsandmycolleagues.Theirpreciousfriendshipandvolunteerconcernformystudiesmakemythesiswritingenjoyable.Lastbutnotleast,manyblessingsandthanksgotomybelovedfamilymembers,whohavealwaysbeenmystrongsupportersandmotiveforceinmystudyanddailylife.ChapterOneIntroduction1.1BackgroundoftheStudyWiththefurtherdevelopmentofreformandopeningup,moreandmoretechnicaltalentshavemovedoverseastolearnnewknowledge.Meanwhile,ChinesegovernmenthaslaidmuchstressontheimportanceofsecondaryvocationaleducationasitisindicatedinTheDecisionoftheCentralCommitteeoftheCommunistPartyofChineseStateCouncilonDeepeningEducationReformandComprehensivelyPromotingQualityEducationissuedin1999.TheDecisionpointsoutthatweshould"buildtheeducationalsystemthatmayadaptitselftothesocialistmarketeconomicsystemandtheinherentlawofeducation”.Oneofthefocusesisto"vigorouslydevelopsecondaryvocationaleducation”asisfurtherpointedoutinTheDecision.Inrecentyears,thesecondaryvocationaleducationinChinahasmaderemarkableprogress.Withtheadventofthe21stcentury,especiallysinceChina’sentryintoWTO,itsignifiesthatChinawillenteraneweraoftheeconomicglobalizationandknowledge-basedeconomy.Insuchacircumstance,exchangesandcommunicationswouldbecomemorecommon.Thus,masteringEnglishlanguagewillbecomethebasicrequirementforthecontemporaryyoungstudentsincludingthevocationalstudents.Inordertocatchupwiththetrendofsocialdevelopment,itisimperativetoexploresomenewEnglishteachingmodels.Inrecentyears,EnglishteachinginChinahasgainedremarkableachievements,however,therestillexiststheseriousprobleminEnglishteaching,suchasmuchimportancebeingattachedtotheaccumulationofknowledge,butignoringtheacquisitionofabilitytoalargerextent.Teachersusuallygivetopprioritytotheknowledgeofvocabularyandgrammar,whichresultsinthesmallamountoflanguageinput.Therealsoexiststhecommonprobleminsecondaryvocationalschoolsthatistheapplicationoftheoutdatedteachingmodeandmethod.Nowadays,manyteachersstillfollowthetraditionalteachingmode.Asistheusualcase,ateacher’slecturetimewouldtakeaccountof70%oreven90%inoneclass,sotheopportunitiesforstudentstoparticipateinclassroomactivitiestoexpresstheirideasarelimited,insteadtheyalwaysblindlyrelyontheteachingmaterialsandtheteacherwithoutmuchthinking.Thisteachingmethodishardtodevelopstudents’comprehensiveabilitiesinlistening,speaking,readingandwriting,anditisalsodifficulttocultivatestudents’abilitiesofthinking,analyzingandsolvingproblems.ManystudentshavelearnedEnglishforquiteseveralyears,buttheydonotdaretospeakandtalkwithothersinEnglishaftergraduation.Thosestudentscultivatedinthiswaycannotmeettheneedoftheinternationalcommunications.Thus,ithasseriouslyhamperedthepromotionofforeignlanguageteachinginourcountry.Ontheonehand,atpresent,manyteachershaveadoptedthetraditionalmodetoteachEnglishforalongtime,ontheotherhand,thingsarequitecomplicatedasfarassecondaryvocationalschoolandvocationalstudentsareconcerned,suchasthefactthatthestudents’entranceexamscoresaresharplyuneven.ThosefactorscausedsecondaryvocationalEnglishteachingtobetime-consumingandinefficient,andatthesametime,theoverallqualitiesarefarfromsatisfactory.Therefore,howtoimproveteachingefficiencyandstudents’EnglishlevelinsecondaryvocationalschoolshasbecomeatopconcernformostoftheEnglishteachersinsecondaryvocationalschools.1.2PurposeandSignificanceoftheStudyAccordingtomanylanguageeducators'pointofview,thebasiccharacteristicofthetask-basedteachingmodelisthatitemphasizesonhelpinglanguagelearnerstolearnanduselanguagepositively.Whethertherealtasksoreducationaltasks,itcanalwaysenablelanguagelearnerstohaveastronglanguagelearningmotivation,sothattheycanbecomeautonomouslearners.Generallyspeaking,thetask-basedteachingmodeisamethodofusinglanguagetodothings,solveproblems,andcompletetasks.Obviously,italsohaseffectontrainingthestudents'abilities.Definitely,thetask-basedteachingdoeshavemanyadvantages.However,therestillexistproblemsinteachingprocess,suchashowtodesignthetasksinclassroomteaching,howtocarryoutthetaskswhichwouldoccupytoomuchtime,whethersimilareffectsareproducedfordifferentteachingobjectswouldtormentus,especiallytheeffectofthetask-basedteachingintheclassroompracticeisnotveryclear.From2009to2010,thenationalprojectsresearchcenterintheforeignlanguageeducationpointedoutthatthetask-basedteachingmethodisoneoftheprojects.Oneofthedeclarednationalprojectsin2008inShenzhenisApplicationoftheTask-basedLearningTeachinginReading.Tosomedegree,thepracticalresearchonthetask-basedteachingmodelisjustunfolding.However,whethersomestudiesshouldbecarriedonorcarriedout,itdependsonthepossibilityofapplicationincompulsoryeducationandhighschooleducation.Therefore,itisveryimportanttoapplythetask-basedteachingmodelresearchontheapplicationofvocationalEnglishteaching.Throughtheresearchandexplorationinthedevelopmentofthetask-basedteachinginvocationalschool,itisstillalongwaytousethetask-basedlearningteachingtoenrichtheteachingofEnglishinsecondaryvocationalschoolandimprovethequalityofEnglishlearning,toexplorethepracticalteachingmethodofthetask-basedlearningteachinginvocationalEnglishteaching.1.3Structure

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ThesisThisthesisismainlycomposedoffiveparts.ThefirstpartisIntroductioninwhichtheresearchbackground,researchsignificanceandresearchmethodsarebrieflystated.Thesecondpartisliteraturereview,whichprovidesacriticaloverviewoftheresearchesonthetask-basedteachingbothathomeandabroad.Theoreticalbaseinwhichtherelatedconcepts,suchastask,thetask-basedteachingmodelandthevalueofthetask-basedteaching,aredefinedandexplainedaswell.Thethirdpartisresearchmethodology,inwhichresearchquestions,subjectsandinstrumentsarestatedandexplained.ThefourthpartisResearchResultsandAnalyses.BasedontheresearchresultsandthecharacteristicsofEnglishteachinginvocationalschools,weputforwardthesuggestionsfortheapplicationofthetask-basedteachingmodefromtheperspectiveofteachers.ThelastpartisConclusionwhichsummarizestheresearchfindingsandpointsoutthelimitationsexistinginthepresentresearch.ChapterTwoLiteratureReview2.1ForeignResearchonTask-basedTeachingForeignresearchesonthetask-basedteachingmodelfirstlybeganinthe1980sandthendevelopedbytheBritishIndianlinguistPrabhuwhomadeacommunicationexperiment.Lateron,manylinguistsdidsomerelatedresearchesonthetask-basedteachingaswell.Somerepresentativeshavemadeoutstandingcontributionstothetask-basedteaching,suchasPrabhu,Nunan,Long,WillisandSkehan.From1979to1983,theBritishIndianlinguistPrabhuinBagaloredidanexperimentaboutregardingtheteachingreformofEnglishasasecondlanguagecommunication(Bagaloreproject).Hedividedthelearningobjectivesintodifferenttypesoftasks,andletthestudentslearnEnglishbyfulfillingtasks.Thisexperimentwasconsideredasthefirstattemptofthetask-basedteaching.Sincethen,someexpertsbegantoformulatethetask-basedlanguageteachingsyllabus.Forexample,J.Yaldenformulatedthetask-basedteachingsyllabusforOverseasAffairsDepartmentoftheCanadiangovernment,andrecordedthedetailedintroductionintoPrinciplesofCoursedesignforLanguageTeachingin1987.Thetask-basedteachingmodelofficiallyformedin1989.DesigningTasksfortheCommunicativeClassroomthatD.Nunanhaspublishedexpoundsthebasictheoryofthetask-basedteachingmethodandthemodeofdesigningtheclassroomcommunicationtasks.Hethoughtthatthe"theframeworkofanalyzingthecommunicativetasksshouldinclude:goals,input,activities,rolesofteachers,learningrolesandsituation”(标注).Thismodereflectedthatforeignlanguagelearningcenterisshiftingfromformtomeaning,languagetoculture,knowledgetoemotion,focusingonhowtolearnratherthanhowtoteach,andthepartialteachingtotheoverallteaching.ItisofgreatimportancetoChineseforeignlanguagelearning.Long(1985)believedthatthetaskisaspecificjoboractivity.Beforeanalyzingtheteachingtasks,researchershavelaidgreatemphasisontheimportanceofthedemandanalysis,fortasksshouldbecloselyrelatedtothedailylife.Inordertoformulatetheproperteachingtasks,itisnecessarytoknowwhattasksthestudentsinreallifewillencounter.Wi11is(1996)putforwardfiveprinciplesintheimplementationofthetasksthatshouldbefollowed.Thefiveprinciplesinclude:tocontactthemeaningfulandpracticallanguage,tousethelanguage,thetaskencouragingstudentstousethelanguage,tofocusonthelanguageitself,toputstressonlanguageatdifferenttimestodifferentdegrees;Wi11isdividedthetask-basedteachingstrictlyintothreestagesofpre-task,taskcycleandlanguagefocus.Thephaseofpre-taskincludesintroductiontotopicandtask;thephaseoftaskcycleincludestask,planandreport;thephaseoflanguagefocusincludesanalysisandpractice.Skehan(1998)madethetask-basedteachingreachitsnewheight;hedescribedthetheoreticalbasisofthetask-basedteachingandputforwardhisfiveprinciplesoftheimplementationofthetasks:selectingaseriesofstructuresasthelearningobjectives;thetaskchoicesconformtothepracticalprinciple;chooseaseriesoftaskstomakelanguagelearninggetthebalanceddevelopment;throughthearrangementoftheattention,trytoencouragestudentstopayattentiontolanguageforms;usethecycleevaluation.LikeWillis,healsomadethetask-basedteachingmodeandtheteachingprocessdividedintothreestages:thepre-taskphase,during-taskphaseandpost-taskphase.Thepre-taskphaseincludestheteachingactivities,awarenessraisingactivitiesandplanning;during-taskphaseincludesthreeaspects,namelytasks,reportandreportafterplanning;post-taskphaseincludestheconsolidationandreflection..Atpresent,thetask-basedteachingmodeisakindofteachingwayintheframeworkofcommunicativeteachingtheoryinforeigncountries,andhasbeendevelopedintoaveryinfluentialteachingform.2.2DomesticResearchonTask-basedTeachingAlthoughthetask-basedteachingmodehasdevelopedmorethan20yearsinforeigncountries,researchesonitbegancomparativelylateinChina.Fromthe1990s,researchersinChinahavestartedtoundertakesomerelatedresearches.MinistryofEducationofChinaformulatedthenationalEnglishCurriculumStandardin1999,andformallyimplementeditin2001.Standardclearlyputforwardtheideathat"advocatesthetask-basedteachingmethodtotrainstudents'comprehensiveabilityinlanguageuse",andthat"teachersshouldavoidusingsimpleteachingmethodstoteachlanguageknowledge,asfarasthe'task-basedmethod'canbeused".Sincethen,relatedessaysandworkshaveappearedconstantlyintheEnglishteachingcircles.Attheverybeginning,scholarsmainlyintroducedtask-basedteachingmodeinforeigncountries.TherepresentativefigureslikeXuDong,XiaJimi,ChengKela,LuZiwen,GongYafu,andLuoShaoqianexpoundedthetheoreticalbasis,theteachingprincipleandtheteachingprocessofthetask-basedteachingmodeindetails.Subsequently,somescholarsbegantointroducetheforeignresearchestodomesticEnglishteaching,whilemakingresearchesonthetask-basedteachingtheoryatthesametime,andapplyingthetask-basedteachingmodeactivelyinEnglishreadingteaching.Themainachievementsareasfollows:LanXiaoming(2002),inhisHowtoCarryOuttheTask-basedTeachinginMiddleSchoolEnglishReadingLesson,cameupwithanideaofapplyingthetask-basedteachinginmiddleschoolEnglishreading,thatis,takingthereadingteachingasatask,guidingandencouragingstudentstoparticipateinthewholeteachingprocess.ThroughEnglishlistening,speaking,readingandwritinginthecommunicativeactivities,studentscouldfulfillvarioustaskssimultaneouslyandimprovetheircommunicativeskillsaswell.(2)LiuShufeng(2004),inVocationalSchoolEnglishTask-basedTeaching,brieflyexpoundedthetheoreticalbasisofthetask-basedteaching,andpointedoutthatitisofgreatimportancetoapplytask-basedteachinginthesecondaryvocationalschool.Heillustratedwithsomeexampleshowtoapplythetask-basedteachinginvocationalschools’Englishteaching.(3)InthearticleofTheApplicationofVocationalSchoolEnglishTask-basedTeachingMode,ZhangJun(2004)pointedoutthat,atpresent,thevocationalEnglishteachingmaterialsaretakenasthemainline,whilethetopicsarespecificforms.Eachunitconcerningatopictrainsstudentsfromthefouraspectsoflistening,speaking,readingandwriting,andeachaspecthasaspecifictaskwithagreatpracticalsignificance.Fromthefollowingthreeaspects,theauthormadeapreliminarydiscussiononthetask-basedteachingmode:thenecessityofapplyingtask-basedteachingmodeforrealizingthevocationalEnglishtrainingobjectives;thepracticalexperienceofEnglishtask-basedteachingmodeinvocationalschools;thesuggestionsforEnglishteachingthatappliesthetask-basedteachingmodeinvocationalschools.(4)AccordingtotheessenceofthesecondaryvocationalschoolEnglishteachingsyllabus,JiangXiaodong(2004),inTheFirstExplorationofEnglishReadingTeachinginSecondaryVocationalSchool,exploredtheobjectivesandprinciplesofEnglishreadingteachinganddescribedthecommonskillsusedinthereadingprocess.Besides,severalproblemshepointedoutinthereadingtestafterclassareworthattention.(5)YinWeihong(2005),inTask-basedTeachingMethodinSecondaryVocationalEnglishReading,triedtocombinethetheoryofthetask-basedteachingwithsecondaryvocationalEnglishreadingteaching,exploringhowtomakeagoodpreparationforthepre-readingstage,themiddlereadingstageandpostreadingstage.(6)WangLingqin(2006),inTheApplicationoftheTask-basedTeachingModelinSeniorHighSchoolEnglishReadingTeaching,describedhowtocultivateandimprovestudents'readingabilityinpre-reading,middle-reading,andpost-readingbasedontask-basedteachingtheory,(7)Carless(2002,2003,2007,2008),anassistantprofessorofeducationcollegeatHongKongUniversity,conductedaqualitativestudyofthetask-basedteachingmethodbyfocusingonthreeyoungteachersfromdifferentprimaryschools.Themethodsofexperimentaldatacollectionareclassroomobservationandinterviews,andthestudysubjectsareattheageof6-7.Thisstudywasconductedbyalargenumberofclassroomobservationsandteacherinterviews.Theconclusionisthat"theproblemofnoiseandclassroomconfusionisnotjusttheproblemofteachingattitudeormanner,butthatthesolutionisnotclearandthetaskisnotproperlychosen."(WeiRan,2009).(8)In2011,TheStandardofEnglishCurriculuminSeniorMiddleSchoolofFull-timeCompulsoryEducationwhichwasissuedbytheMinistryofEducationpointsoutthattheteachingmethodof"promotingthetask-basedteachingmethodandtrainingstudents'comprehensiveabilityinlanguageuse".Atthesametime,thequalityofeducationisalsocorrespondentwiththeconceptoftask-basedteachingmode.Inviewofthedomesticandforeignresearchesonthetask-basedteaching,theanalysisisnotprofoundenoughandtheunderstandingofthetask-basedteachingisnotcomprehensiveenough,suchastherampanttasks,andtheextremetasksthataredeviatedfromthebasicEnglishteachingpractice,andsoon.Thereisnomatchbetweentherealtask-basedteachingandthevocationalEnglishteaching.Atthesametime,sinceChinaisabigcountrywithmanyethnicgroups,thedevelopmentofeconomyandeducationisnotwellbalanced.Thus,therearegreatdifferencesinEnglishcurriculum,teachers,teachingconditions,EnglishteachingandtheactualsituationofEnglisheducation.Therefore,itisofpositivesignificancetomakeclearthetask-basedteachingintheEnglishteachinginourcountryandtopromoteanewroundofcurriculumreform.2.3Definitions,CharacteristicsandClassificationofTask2.3.1DefinitionsofTaskWhatisthetask?Taskisanactivitydesignedforhelpinglanguagelearnerstoachieveaspecificlearninggoalinforeignlanguageteaching.Itcanusethelanguageforthepurposeofcommunicating,whichiscalledthecommunicativetask;taskcanalsobeanactivitywhosemainbodyisthecontentandformofthelanguage,whichisnamedaslearningtask.Theformerislikemakingaconclusionthroughgroupdiscussion,andthelatteroneislikemasteringagrammaticalruleorcompletingapractice.Inthetask-basedteachingmode,nomatterwhichkindoftasks,themainaimistoencouragethestudentstousetheacquiredlanguageknowledgetoexpressthemeaningfulpointsofviewandtofulfillthetaskotherthanonlyputtheteachingfocusontheformoflanguageitself.Manylinguistshavetheirownideasaboutwhatataskis,whicharegeneralizedspecificallyasfollows:Table2-1thedefinitionof"task"byforeignresearchersResearchersTimeThemaindescriptionLong1985Thetaskisajobworkedoutforoneselforforothers,asadutyorthepaidjob,suchaspaintingafence,buyingapairofshoes,helpingthechildrentowearclothes.Inanotherword,thetaskisavarietyofthingspeopledoindailylifeandinthework.Richards,Platt&Weber1985Taskiscarriedoutafterthelearning,understandingandreadingthelanguage.Drawingthemapwhenlisteningtotherecord,followingtheinstructionstocompletethepassword.Taskdoesnotnecessarilyincludetheproductionoflanguage.Itusuallyrequirestheteacherstoconfirmtheevaluationstandardofthesuccessfulcompletionofthetask.Prabhu1987Thetaskrequirespeopletothinkandconcludefrominformationprovided.Thisprocessiscontrolledandregulatedbytheteachers.Nunan1989Communicativetaskisaclassroomactivity.Itrequiresstudentstousethetargetlanguagetounderstand,practice,useorcommunicate.Inthisprocess,theattentionofstudentsmainlyconcentratedonthemeaningoflanguageotherthanlanguageform.Willis1996Taskisacommunicativeorientedactivityinwhichlearnersusethetargetlanguagetoachievesomething.Skehan1996Taskisanactivitymeaningfullyassociatedwiththerealworld.Inthisactivity,meaningisthemainpartandthecompletionofthetaskisinthefirstplace,andevaluatethequalityoftaskcompletionaccordingtotheresultsofataskatthesametime.Lee2000Taskisaclassroomactivityorexercise,includingagoalachievedonlythroughthecommunicationbetweenparticipants;thenaturalprocessesoftheorganizationandpresentationofcommunication;payingattentiontocommunicationmeaning;itisanattempttolearnlanguage,whenlearnersimplementasetoflearningplan,itrequireslearnerstounderstand,practiceandusethetargetlanguage.Bygate,Skehan&Swain2001Thetaskisanactivityinwhichthelearnersuselanguagetoachievethegoalbasedonpayingattentiontothemeaningoflanguage.Ellis2003Thetaskisalinguisticperformancethatismeaningoriented.Fromtheabovetable,itcanbeseenthatthetaskfocusesonhowthestudentssolvecommunicationproblemsthroughcommunicatingandexchanginginformationratherthanusingwhatkindoflanguageform.Taskprobablyappearsinreallife.Studentsshouldfocusonhowtoaccomplishtasksandwhethertheassessmentstandardoftaskscanbecompletedsuccessfully.Therefore,thecommunicativeactivitiesbelongtothetask.Theteachers’explanationandstudents’copyarenotataskbuttheexercise.Despitedifferentdefinitionsofthecommunicativelearning,onethingisforsure,thatis,thelearnersarealwaysinanactiveandpositivelearningstateinthelearningprocess,andinthecommunicationprocessofthetasktheparticipantsarealsoakindofinteractiveprocess.Forthecompletingofthetask,thelearnersshouldtake"meaning"asthecenter,usingavarietyoflanguageandnon-languageresourcestobuilda"meaning"asmuchaspossibletoachieveacertaincommunicativegoal.Theprocessofcompletingthetaskmakeslearners’languageapplicationnaturalandmeaningful,whichwouldhelpcreateanactiveenvironmentthatishelpfultotheacquisitionandinternalizationofthelanguage.Thetask-basedteachingactivityistoallowlearnerstocompleteavarietyoflanguageactivitiesthroughtheuseoflanguage.2.3.2CharacteristicsofTaskDespitethatthedefinitionsoftaskaredifferent,theviewsonitscharacteristicsarealmostconsistent.ProfessorPangJixian(2000)regardsthat,asateachingactivity,taskshouldatleasthavethefollowingcharacteristics:(1)Takethemeaningasthecenter,ratherthantheformwithoutanysignificance;(2)Thetaskshouldfocusonsolvingacommunicativeproblemwhichmustbecertainlyconnectedwiththerealworld.Andthisconnectionshouldnotbeabstractorareplicaoftherealworld.Itshouldbespecific,closetothestudents’life,learningexperienceandsocialpractice,causingtheirsympathyandinterests,andstimulatingtheirdesireforactiveparticipation;(3)Taskdesignandimplementationshouldpayattentiontothecompletionofthetaskthatistosolvetheproblemofcommunication.Theresultofthetaskisthesymbolofthesuccessofthemission.Foreignscholars(Skehan1998;Long1985;Nunan1989;Candlin1987)thinkthat,asateachingactivity,taskshouldatleasthavethefollowingcharacteristics:(1)Meaningisprimary,thatis,"thetask"shouldtakethemeaningasthecenter,payattentiontohowtocommunicateinformation,ratherthantaketheformwithoutsignificanceforthepurpose;(2)Thefocusofthetaskistosolvethecommunicationproblemsthatmayoccurinreallife;(3)Taskmusthavesomeconnectionwiththerealworld.Thisconnectionshouldbespecific,closetothelearners’life,learningexperienceandsocialpractice,canarousethelearners'sympathyandinterests,andstimulatethemtoparticipateactively;(4)Taskdesignandimplementationshouldpayattentiontothecompletionofthetask,thatis,thesolutiontotheproblemofcommunication;(5)Taskshouldprovidelearnersachoiceofwhattolearn,howtolearnandwhentolearn,andencouragethemtousethelanguageinthecourseofadifferentlanguageenvironment;(6)Intheprocessofcompletingthetask,teachersandstudentsplayavarietyofroles;(7)Taskdesignandimplementationshouldpayattentiontoprovidingthelanguageinputdatasystematicallyforthelearnersandletthempracticeandconsolidatemicroskillsincontrolandwithguidancetopromotethemtodeveloplearningskills,andstimulatetheircreativeusingoflanguage.(8)Theresultoftaskcompletionisthestandardtoassessthecompletionofthetask.Therefore,accordingtothecharacteristicsofthetask,teachersshouldpayattentiontothefollowingfivepointsinthetask-basedteaching:(1)Takestudentsasthecenter.Despitethefactthatteachersintask-basedlanguageteachingplayaveryimportantrole,buttheyarenotthecenteroftheteaching.Themainresponsibilityofteachersistodesigntasks,providethenecessarylanguagematerials,proposetheactivityrequirements,andsupervisethestudentstocompletethetasks.Inmostofthetimeinclass,studentsshouldcompletethetasksindependentlyorintheformofgroups.(2)Emphasizetheauthenticityoflearningactivitiesandlearningmaterials.Introducethelanguagematerialswitht