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1、1. IntroductionThe newly issued national English curriculum standard explicitly pointed out ： English curriculum must face all student, pay attention to quality cultivation, focus on each students emotion, stimulate their interests in learning English, help them to build sense of achievement and sel
2、f-confidence in learning, keep them improving the comprehensive language ability in the learning process development, enhance humanities capabilities, cultivate the spirit of innovation. The new curriculum advocates task-based teaching mode, which lets students, under the guidance of the teachers, t
3、hrough the perception, experience and practice, participation and cooperation, realize the goal of mission and feel the success.Students In the era of information explosion must have good reading ability, hence training reading ability of English syllabus as the goal is suitable for the social needs
4、. Once Students have independent reading ability, they also possess the ability of self-study for their future university study or self-study lay a solid foundation. Therefore, to improve reading ability is a goal each student must achieve. In some extent, People use a language is to complete the va
5、rious tasks. The task-based teaching activities is to let learners By using language to finish all kinds of language activities; students are the subject of learning activity ; It is not a machine language training, but emphasize learners participation and exchange and gain knowledge and experience
6、in finishing tasks, tend to cultivate students self to accomplish the task and strategies by executing tasks.The Task-based language teaching (TBLT) has been widely debated and studied in the field of the second language acquisition and the teaching English as a foreign language(TEFL) research. Many
7、 researches have proved that it is a creative and effective teaching approach and nowadays, more and more English teachers in China are getting conscious of its importance and applicability in their teaching practice. The first emergence of the term task in the second language teaching arrangement i
8、s concerning Communicative Language Teaching and Second Language Acquisition, and the Task-based language teaching began in the 1980s. Task-based language teaching has become a widely-spread promising methodology because it reveals the social function of the language and the essence and goal of the
9、foreign language teaching and takes the development of the learners communicative competence (Hymes, 1972) as the core of foreign language teaching. In short, the study of task-based teaching is meaningful, because our countrys reading is exam-oriented education in a degree, caused students low read
10、ing speed and low reading efficiency. TBTL has its advantages to solve problems, in traditional teaching , through changing training methods, teacher-oriented into students-oriented teaching style.2. Literature Review2.1 Task-based language teaching (TBLT) 2.1.1 The definition of Task-based language
11、 teaching (TBLT)What is a “task”? A task is a piece of work undertaken for oneself or for others, freely or for some reward.It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89)Nunan (1999:24) defines task-based language teaching as follows:Task-based language
12、 teaching is an approach to the design of language course in whicn the point of departure is not an ordered list of linguistic items, but a collection of tasks.Skehan defines task-based language teaching and learning as follows:” Instruction in which learners are given tasks to complete in the class
13、room makes the assumption that transacting tasks in this way will engage naturalistic acquisition mechanisms, cause the underlying inter language system to be stretched, and drive development forward”(1998:55).As one of the approaches of communicative teaching, TBLT was put forward in the 1980s. Som
14、e theorists and methodologists often call it Task-based Instruction or Task-based Approach as well. The aim of it is to make language classroom approximate to the target language environment. Through completing tasks, instead of learning from teacher or books, students understand how native speakers
15、 use language to communicate. It provides students with opportunities to use the target language in their daily life.2.1.2 Features of TBLTNunan(1991:279)summarized the five features of TBLT as follows:1. An emphasis on learning to communicate through interaction in the target language.2. The introd
16、uction of authentic texts into the learning situation.3. The provision of opportunities for learners to focus not only on language, but also on the learning process itself.4. An enhancement of the learners own personal experiences as important contributing elements to classroom learning.5. An attempt to link classroom language learning with language activation outside the classroom.In Zhen Lis (2007:39) paper, she summarized th
