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1. Introduction
Task-based language teaching is a new trend of communicative language teaching， highly advocated by The New English Curriculum Standard since it appeared in 1980s. By this approach， students are actively engaged in the task performance. They are the center of the class， and the teachers are not the dominators but participants in the class. Students learn to think， discuss， cooperate and communicate by various tasks. They can gain comprehensive language skills through communication in the target language in real situations， complete the tasks with learning purposes， and construct knowledge system of the target language when completing these tasks. Thus， employing TBLT in English classes can develop students’ integrated language skills.
2. The Task-based Language Teaching
There were great moves in language teaching in the 1970s， targeted at the communicative approach. Task-based language teaching is a way to design language courses where the point is not a well-organized list of linguistic items， but a collection of tasks. It slowly developed to challenge the traditional form-based methodology since the 1980s. Due to the focus on learners’ working together and helping each other， this method has become very popular in language teaching classes.
2.1 The Definition of the Task-based Language Teaching
Task-based language teaching （TBLT）， has come to researchers and teachers’ view since the mid-1980s. It stresses the implement of tasks in class. The students are required to work and learn in the target language， with the aim of getting ready to meet the needs of real-world situations. It has been so widely studied and applied in language teaching classes that many scholars believe that since 1990s arrives “The Age of the Task” in applied linguistics.（Nunan，1988）.
Task-based language teaching means that the language learners learn the target language in the process of completing the task set by the teacher. During the process of completing task， students’ participation and interaction are put in the first place. It aims to cultivate students’ language ability in a real language situation. “The students acquire a second language when they are trying to communicate and focusing on the meaning.”（Wang Yuexia，2009） The basic theory of task-based language teaching is “task-centered”， or “student-centered”， which encourages language learners to communicate with others.
2.2 Main Features of the Task-based Language Teaching TBLT is an approach that encourages language learners to complete tasks by using the target language they are learning. Bearing certain purposes in mind， they will practice what they’ve learned from the textbook through communication. Nunan（1992，p.279） summarizes five features of TBLT：
（1）Stressing communication in the target language to acquire a second language.
（2）Introducing authentic contexts into the learning situation.
（3）Providing opportunities for learners to focus on language as well as language learning process.
（4）Reinforcing learners’ personal experiences as contributing factors to classroom learning process.
（5）Connecting classroom language learning with outside classroom language activities.
We can see that TBLT offers language learners opportunities to communicate in class. That is， the students acquire a second language by interacting communicatively and purposefully in the process of task operation and completion.
2.3 Comparison between the Task-based Language Teaching and Other Teaching Approaches
Compared with conventional language teaching approaches， TBLT approach takes in some advantages of other approaches and assume strong points than other approaches.
First， TBLT embodies the learning concept claimed by the learning theories of humanism and constructivism， stressing the concept of being human-oriented and learner-centered， respecting the subject consciousness of the learners， offering opportunities for the learners to actively participate and internalize so that they can experience the joy of achievement and realize self-value to the largest limit.
Second， it integrates both form and meaning， developing language system and developing language communication competence， classroom teaching and natural acquisition of the language， improving the language fluency together with accuracy and the complexity of the tasks existing in the traditional language teaching process. These are all integrated and combined together through teachers’ reasonable design of tasks and students’ completion of tasks. In consideration of teaching goals and teaching mode of TBLT， it can be seen that TBLT combines the strong points of conventional language teaching and communicative language teaching. Therefore， it is very attractive and practical.
3. The Application of the Task-based Language Teaching in English Classes
Under the guidance of The New English Curriculum Standard， English teachers ought to master the teaching theories and different teaching methodologies to develop students’ language proficiency. 3.1 Ways of Designing a Task
Both Willis （1996） and Skehan （1998） propose five principles to design the tasks of TBLT. There are a collection of principles that task designing should adhere to， including obtaining attention， informing the learner the objective， stirring reflection of previous learning， providing the stimulus and learning guidance， encouraging performance， providing feedback， accessing performance and enhancing transfer（Kong Wen， 2008）.
One of the standards summarized by Ellis is that a task should involve real-world activities. In other words， what the students learnt in class should be able to be applied to real life.
To make a conclusion， teachers should set attainable targets， take students’ difference into consideration， extend the tasks outside classroom， design tasks gradually and make students apply that they’ve learnt in class to real life.
3.2 Manipulation of the Task-based Language Teaching in English Classes
Willis designs a model of TBLT， which shares lots of similarity with Skehan’s. According to this model， there are three phases by the task-based language teaching method. That is， pre-task phase， while-task phase （or task cycle） and post-task phase. During pre-task phase， various language activities relevant with tasks are provided to build up good settings， stir students’ background information and help them master the requirement of the tasks. This phase is also called scaffolding or warm-up phase. While-task phase refers to acquiring language skills based on the first phases. Willis （1996） indicates that this phase includes three parts： task， plan and report. The post-task phase offers opportunity for learners to do tasks again and elicits learners to reflect the process of carrying out tasks. In this phase， teacher can make guidance and focus on the language form， promote students’ self-examine and review， and elicit them to reconstruct.
4. Suggestions of Applying the Task-based Language Teaching in English Classes
Based on the above theoretical framework of task-based language teaching， the writer of this paper will share some suggestions and personal experience to promote the smooth implementation of this approach.
4.1 Creating More Realistic and Authentic Situations
This is a challenging task for teachers since they have to integrate the actual community and social life of learners when designing tasks to create more realistic and authentic situations. To acquire a language is ， to some extent， to learn the culture of it. Thus， the cultural awareness is very important when teaching English. And to bring authentic texts into language learning classroom can help students touch on the English culture as well as help then put what they’ve learnt in practice and engage themselves in the real communication instead of only making up unpractical sentences to practice grammar and vocabulary. As a result， there are two factors needed considering. For one thing， the texts and other learning materials have to be authentic. For the other， teachers should design such tasks that can provide students clear and authentic language information so that they can feel and understand the language under the realistic， natural and simulative situation.
4.2 Classroom Changing from Teacher-centered to Student-centered
Both teachers’ role and students’ role have change in the application of task-based language teaching in English classes. Students become the center of the class； however， this does not mean that the teacher has no role to play in English teaching. Instead， it requires more for teachers to use task-based language teaching approach. Before the class begins， the teacher needs to design tasks with specific teaching objectives and plan. In the process of task completion， the teacher should give language support when students face expression difficulty. Besides that， teacher should always support and even participate in the task completion process to elicit more interaction. Finally， the teacher should be a good learner and researcher to observe the task performing situation and try to give proper feedback to students and make introspection about the teaching plan and these tasks.
Students play the role of host in the task-based language teaching class. They need to debate， make explanation and communicate with each other. And very often， task completion requires teamwork. So students also should learn to cooperate with their partners. Above all， the students are information provider to give some feedback or suggestions to teachers after finishing the task.
4.3 More Use of Language than Analysis
Traditional teaching method focuses on grammar and vocabulary acquisition. Teachers tend to analyze sentence structure and word formation to facilitate memorizing. However， this kind of analysis does little help to communication， thus is not practical. The task-based language teaching approach attaches more importance to communication competence. Thus， when adopting this approach， teachers ought to pay more attention to language expression， especially those can be applied in real situation. Driven by communication desire， students may feel more motivated to learn. 5. Conclusion
There are few opportunities for learners to have communication with English native speakers. As a consequence， English teachers become more and more interested in adopting TBLT. Different from conventional passive way of lecturer for students， TBLT stresses the active group learning. When applying this approach， the students can be exposed to the target language and develop the ability to apply what they’ve learnt to reality. Therefore， this will greatly promote students’ communication ability and learning motivation. On the other hand， this new teaching approach diversifies the language teaching methodology and creates a more relaxing and lively environment in class， which makes the learning process an interesting and stimulating activity.
In short， the application of TBLT in English class as a flexible and interactional instruction technique has lots of positive results.
First， TBLT prompts students’ inherent motivation and interest. A task， which requires learners to exchange their personal information， solve a problem， make a collective judgment， etc. connects with the real-world and inspires the learners’ motivation and interests. Learners learn best when they are actively engaged in the target language.
Second， TBLT offers learners opportunity to develop interactive skills and communicative competency. The task itself promotes students to open their mouth and develop language skills.
Lastly， with immediate feedback， students can make adjustment of their learning method reflect on their previous performance， all of this is good for the future language learning.
However， it takes more for teachers to adopt this approach. They should try to create realist and authentic situation， let students be the center of class， use more language than analysis， carry out practical activities and make scientific assessment.
Task-based language teaching is a new trend of communicative language teaching， highly advocated by The New English Curriculum Standard since it appeared in 1980s. By this approach， students are actively engaged in the task performance. They are the center of the class， and the teachers are not the dominators but participants in the class. Students learn to think， discuss， cooperate and communicate by various tasks. They can gain comprehensive language skills through communication in the target language in real situations， complete the tasks with learning purposes， and construct knowledge system of the target language when completing these tasks. Thus， employing TBLT in English classes can develop students’ integrated language skills.
2. The Task-based Language Teaching
There were great moves in language teaching in the 1970s， targeted at the communicative approach. Task-based language teaching is a way to design language courses where the point is not a well-organized list of linguistic items， but a collection of tasks. It slowly developed to challenge the traditional form-based methodology since the 1980s. Due to the focus on learners’ working together and helping each other， this method has become very popular in language teaching classes.
2.1 The Definition of the Task-based Language Teaching
Task-based language teaching （TBLT）， has come to researchers and teachers’ view since the mid-1980s. It stresses the implement of tasks in class. The students are required to work and learn in the target language， with the aim of getting ready to meet the needs of real-world situations. It has been so widely studied and applied in language teaching classes that many scholars believe that since 1990s arrives “The Age of the Task” in applied linguistics.（Nunan，1988）.
Task-based language teaching means that the language learners learn the target language in the process of completing the task set by the teacher. During the process of completing task， students’ participation and interaction are put in the first place. It aims to cultivate students’ language ability in a real language situation. “The students acquire a second language when they are trying to communicate and focusing on the meaning.”（Wang Yuexia，2009） The basic theory of task-based language teaching is “task-centered”， or “student-centered”， which encourages language learners to communicate with others.
2.2 Main Features of the Task-based Language Teaching TBLT is an approach that encourages language learners to complete tasks by using the target language they are learning. Bearing certain purposes in mind， they will practice what they’ve learned from the textbook through communication. Nunan（1992，p.279） summarizes five features of TBLT：
（1）Stressing communication in the target language to acquire a second language.
（2）Introducing authentic contexts into the learning situation.
（3）Providing opportunities for learners to focus on language as well as language learning process.
（4）Reinforcing learners’ personal experiences as contributing factors to classroom learning process.
（5）Connecting classroom language learning with outside classroom language activities.
We can see that TBLT offers language learners opportunities to communicate in class. That is， the students acquire a second language by interacting communicatively and purposefully in the process of task operation and completion.
2.3 Comparison between the Task-based Language Teaching and Other Teaching Approaches
Compared with conventional language teaching approaches， TBLT approach takes in some advantages of other approaches and assume strong points than other approaches.
First， TBLT embodies the learning concept claimed by the learning theories of humanism and constructivism， stressing the concept of being human-oriented and learner-centered， respecting the subject consciousness of the learners， offering opportunities for the learners to actively participate and internalize so that they can experience the joy of achievement and realize self-value to the largest limit.
Second， it integrates both form and meaning， developing language system and developing language communication competence， classroom teaching and natural acquisition of the language， improving the language fluency together with accuracy and the complexity of the tasks existing in the traditional language teaching process. These are all integrated and combined together through teachers’ reasonable design of tasks and students’ completion of tasks. In consideration of teaching goals and teaching mode of TBLT， it can be seen that TBLT combines the strong points of conventional language teaching and communicative language teaching. Therefore， it is very attractive and practical.
3. The Application of the Task-based Language Teaching in English Classes
Under the guidance of The New English Curriculum Standard， English teachers ought to master the teaching theories and different teaching methodologies to develop students’ language proficiency. 3.1 Ways of Designing a Task
Both Willis （1996） and Skehan （1998） propose five principles to design the tasks of TBLT. There are a collection of principles that task designing should adhere to， including obtaining attention， informing the learner the objective， stirring reflection of previous learning， providing the stimulus and learning guidance， encouraging performance， providing feedback， accessing performance and enhancing transfer（Kong Wen， 2008）.
One of the standards summarized by Ellis is that a task should involve real-world activities. In other words， what the students learnt in class should be able to be applied to real life.
To make a conclusion， teachers should set attainable targets， take students’ difference into consideration， extend the tasks outside classroom， design tasks gradually and make students apply that they’ve learnt in class to real life.
3.2 Manipulation of the Task-based Language Teaching in English Classes
Willis designs a model of TBLT， which shares lots of similarity with Skehan’s. According to this model， there are three phases by the task-based language teaching method. That is， pre-task phase， while-task phase （or task cycle） and post-task phase. During pre-task phase， various language activities relevant with tasks are provided to build up good settings， stir students’ background information and help them master the requirement of the tasks. This phase is also called scaffolding or warm-up phase. While-task phase refers to acquiring language skills based on the first phases. Willis （1996） indicates that this phase includes three parts： task， plan and report. The post-task phase offers opportunity for learners to do tasks again and elicits learners to reflect the process of carrying out tasks. In this phase， teacher can make guidance and focus on the language form， promote students’ self-examine and review， and elicit them to reconstruct.
4. Suggestions of Applying the Task-based Language Teaching in English Classes
Based on the above theoretical framework of task-based language teaching， the writer of this paper will share some suggestions and personal experience to promote the smooth implementation of this approach.
4.1 Creating More Realistic and Authentic Situations
This is a challenging task for teachers since they have to integrate the actual community and social life of learners when designing tasks to create more realistic and authentic situations. To acquire a language is ， to some extent， to learn the culture of it. Thus， the cultural awareness is very important when teaching English. And to bring authentic texts into language learning classroom can help students touch on the English culture as well as help then put what they’ve learnt in practice and engage themselves in the real communication instead of only making up unpractical sentences to practice grammar and vocabulary. As a result， there are two factors needed considering. For one thing， the texts and other learning materials have to be authentic. For the other， teachers should design such tasks that can provide students clear and authentic language information so that they can feel and understand the language under the realistic， natural and simulative situation.
4.2 Classroom Changing from Teacher-centered to Student-centered
Both teachers’ role and students’ role have change in the application of task-based language teaching in English classes. Students become the center of the class； however， this does not mean that the teacher has no role to play in English teaching. Instead， it requires more for teachers to use task-based language teaching approach. Before the class begins， the teacher needs to design tasks with specific teaching objectives and plan. In the process of task completion， the teacher should give language support when students face expression difficulty. Besides that， teacher should always support and even participate in the task completion process to elicit more interaction. Finally， the teacher should be a good learner and researcher to observe the task performing situation and try to give proper feedback to students and make introspection about the teaching plan and these tasks.
Students play the role of host in the task-based language teaching class. They need to debate， make explanation and communicate with each other. And very often， task completion requires teamwork. So students also should learn to cooperate with their partners. Above all， the students are information provider to give some feedback or suggestions to teachers after finishing the task.
4.3 More Use of Language than Analysis
Traditional teaching method focuses on grammar and vocabulary acquisition. Teachers tend to analyze sentence structure and word formation to facilitate memorizing. However， this kind of analysis does little help to communication， thus is not practical. The task-based language teaching approach attaches more importance to communication competence. Thus， when adopting this approach， teachers ought to pay more attention to language expression， especially those can be applied in real situation. Driven by communication desire， students may feel more motivated to learn. 5. Conclusion
There are few opportunities for learners to have communication with English native speakers. As a consequence， English teachers become more and more interested in adopting TBLT. Different from conventional passive way of lecturer for students， TBLT stresses the active group learning. When applying this approach， the students can be exposed to the target language and develop the ability to apply what they’ve learnt to reality. Therefore， this will greatly promote students’ communication ability and learning motivation. On the other hand， this new teaching approach diversifies the language teaching methodology and creates a more relaxing and lively environment in class， which makes the learning process an interesting and stimulating activity.
In short， the application of TBLT in English class as a flexible and interactional instruction technique has lots of positive results.
First， TBLT prompts students’ inherent motivation and interest. A task， which requires learners to exchange their personal information， solve a problem， make a collective judgment， etc. connects with the real-world and inspires the learners’ motivation and interests. Learners learn best when they are actively engaged in the target language.
Second， TBLT offers learners opportunity to develop interactive skills and communicative competency. The task itself promotes students to open their mouth and develop language skills.
Lastly， with immediate feedback， students can make adjustment of their learning method reflect on their previous performance， all of this is good for the future language learning.
However， it takes more for teachers to adopt this approach. They should try to create realist and authentic situation， let students be the center of class， use more language than analysis， carry out practical activities and make scientific assessment.