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1、Evaluating the strengths and criticisms of TaskDanLi【Abstract】Task-basedlanguageteachingisausefulapproachinsecondlanguageacquisitionandhasbeenwidelyusedinchinainrecentyears.basedonitsstrengthsandcriticisms，thispaperwouldfocusonthesetwoaspectsandlinkittothecontextsinchina.Althoughtherearestillexistsv
2、ariouslimitations，weshouldbeoptimisticaboutitsdevelopment.【Keywords】task-basedlanguageteaching;strengths;criticisms;China【作者簡介】DanLi，ChongqingNormaluniversity.1.IntroductionTask-basedLanguageTeachingTBLTreferstothedevelopmentofsyllabusdesignandcommunicativetasksinthefieldofsecondlanguageacquisition.
3、Thecoreelementistaskwhichhasbeenusedintheprocessofclassroomteachingandlearnerassessment.InChina，theenvironmentofEnglishlearningisverylimitedwhentakingintoaccountthatlearnerscannotaccesstothetargetlanguageonadailybasis，somuchconsiderationshouldbegiventoprovidewithauthenticsituationsandopportunitiesfo
4、rlearnerstousethetargetlanguageintheclassroom.2.LiteratureReviewTheideabehindTBLTisthatstudentswilllearntocommunicatewiththeauthenticlanguagebydoingtasksintheclassroomwhichsimilartothoseintherealworld.AccordingtoVandenBranden2020，TBLTcanbestatedasfollows：Anapproachtolanguageeducationinwhichstudentsa
5、regivenfunctionaltasksthatinvitethemtofocusprimarilyonmeaningexchangeandtouselanguageforreal-world，non-linguisticpurposes.ThisdefinitionclearlydemonstratesthecharacteristicoftheapproachanditisalsosupportedbyFeez1998：17andRichardsandRodgers2020，bothofthemconsiderthatactivitiesandtasksshouldemphasizem
6、eaningfulcommunicationandnegotiatemeaninginteraction.Lookingbacktothepasttwodecades，fromthetimeof1980s，onecommonviewamongTBLTisthatithasgrowntobethemainteachingmethodologiesinthefieldofsecondlanguageteachingKnight，2020.Duringthisperiod，thebasicunitwaswidelyusedbysecondlanguageacquisitionresearchersa
7、ndinordertodesigncommunicativeactivitiesSkehan，2020.Ellis2020indicatesthatTBLToftenseektocontrastwiththetraditionPresent-Practice-ProductionPPPstrategysuchasthelearner-centeredmethodcomparedtoteacher-centeredmethod.Thus，itissuggestedthatlanguagelearningisaprocessemphasizingoninteractionandnegotiatio
8、nratherthanfocusonformsVandenBranden2020：3.Engaginglearnersinmeaningfultask-basedactivitiesprovidesmorenaturallyandeffectivelyexposingfortheirtargetlanguagelearningRichardsRodgers，2020.Duringthenineties，thetask-basedactivitiescyclesincludingpre-taskpreparation，taskperformanceandpost-taskhadbeenusedi
9、nclassroomcommunicationWillis，1996;Skehan，1996.3.ClaimedStrengthsFirstly，Task-basedLanguageteachingfitsSecondLanguageAcquisitionSLAand“tasksasacreatorofoptimaSLAconditionsKnight，2020.Ellisstatesthattask-basedlanguagehasreceivedsupportfromteachereducatorsWillis，1996andfromSLAresearchersLong，2020;Skeh
10、an，2020;Ellis，2020.Meanwhile，someSLAresearchersassumethatfocusonformasanessentialelementinTBLTsuchasEllis，SkehanandLong.TaskalsoasanimportantunitinlanguageteachingandlearningderivesfromthefieldofSLAEllis，2020;LongandCrookes，1993;VandenBranden，2020.Secondly，tasksofTBLTbuildfluencyandcreatemotivation.
11、Inspiteofmeaning-focusedactivitiesandlessteacher-dominatedenvironment，learnerscanacquirelanguageknowledgemorenaturallyandfluencyWillis，1996.Therewerenolanguagelearningtaskshappenedwithoutmotivationexposure，leanerscanbeencouragedtoacquireknowledgeeffectivelyandspontaneouslybytherightamountofexposureo
12、fmotivationandopportunitiesGanta，2020.Frequentlypracticeandmeaningfulnegotiationenabledlearnersbecomemoreadeptatconveyinginformationduringconversation.4.AnycriticismsFirstly，itisverydifficulttoestimateanddesignataskaccordingtotheperformanceoflearners.“Thecognitiveloadandclarityofthegoalofthetask，cod
13、ecomplexityandinterpretivedensityofthelanguagetobeusedweresomeofthecriteriaconsideredinestablishingthelevelofdifficultyofataskCandlin，1987ascitedinTavakoli，2020.Widdowson2020alsoindicatesthatthecriteriafordefiningtasksarenotstrongenoughandTBLTemphasizestoomuchatauthenticlanguageuse.Nunan2020pointsou
14、tthreefactorsincludingfactorsofinput;learnersfactorsandproceduralfactorsmayhaveanegativeimpactonintegratingandsequencingthetasksinlanguagelearningprocess.Furthermore，thegroundofthetaskdoesnotprovidestrongdrivingforcetobuildalanguageteachingprogramSeedhouse，1995and2020.Secondly，apervasivephenomenonis
15、thattheincreaseddemandsforteachersinTBLT.Skehan1996indicatesthatteachersmustmeettherequirementstouseawiderrangeofskillsinmorestructuralapproachesthanbefore.Itisalsosuggestedthatteachersmustplayawiderrangeofrolessuchasmotivator;controller;organizerandsupporterduringthelanguageteachingprocess.However，
16、bothShehadeh2020andSwan2020statethatitwasabigchallengefornon-native-speakerteachersandnoviceteacherstobeconfidencewhentheyareteachinglinguisticknowledgeandcopingwithproblemsinclassroomsituations.5.TBLTinChinaAsthelargestdevelopingcountry，Chinausuallyacceptsandadoptsthelatestteachingmethodstoadapttothedevelopmenttrendofeducationinthebackgroundofinternationalization.Here，IwillfocusonMainlandChina.In2020，theState
