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◆Abstract：The task-based language teaching approach is a new form of communication in the last 20 years，which turns the basic idea of the application of language into a practical teaching method.Different from the traditional，cramming teaching method，especially the 3P teaching method，the task-based teaching approach advocates that language teaching should face all the students and pay attention to the participation of all the students，so that students can truly become the real masters of learning activities and decision-makers.Which embodies the new ideas and new concepts of modern English teaching.The paper focuses on the meaning of task-based approach and its application in English teaching.And it aims at providing teachers with some valuable suggestions to improve their teaching practical ability.
◆Key words：task-based teaching approach；task organization；class teaching
1 Introduction
1.1 The Background of the Thesis
The typical traditional teaching method，especially 3P approach （presentation，practice and production），which is commonly known as “cramming” teaching，is characterized by an instruction and the mechanical train，consolidation.In the 3P teaching mode，teachers use a textbook based on a syllabus to teach courses according to their teaching progress and they focus on memorizing and reciting words，the language points and explaining and training the grammar knowledge.This model can fully reflect the ultimate goal of teaching，which is a safe and reliable teaching mode for teachers.But it ignores the practical ability of students to use the language.So many foreign language teaching researchers have been devoting themselves to the course of exploring more practical and efficient language teaching approach.
The task-based language teaching refers to the approach based on the use of tasks that are the core unit of planning and instruction in language teaching.And it emphasizes that learners should set up the subjective understanding and meaning of objective things from their own experience background.And it emphasizes that the study and development of human beings are in contact and interaction with other people.It’s widely recognized by the applied linguists and foreign languages teaching practitioner.Meanwhile，it’s also recommended and advocated by the middle school English curriculum standard formulated by the Ministry of Education.The design of the task is to provide students with a clear，real language information so that students are in a natural，real situation in the language and grasp the experience，the use of language. 1.2 The Significance of the Thesis
The task-based language teaching approach is more popular in China and abroad，for it has many advantages.Nowadays，more and more middle school teachers have been applying the TBLT （short for the task-based language teaching） in listening，speaking，reading and writing.However，each coin has its two sides.The TBLT theory was developed in the countries where English is spoken as a foreign language，which are quite different from China where people know nothing about English.So there are some people who argue that TBLT is not practical in China.As a consequence，it’s necessary to make a survey to analysis the TBLT approach and the implementation of TBLT in English class in China.So the present researcher hopes the thesis is helpful in providing teachers with some valuable suggestions to improve their teaching practical ability.
2 The Application of Task-based Approach in English Teaching
Nowadays，more and more middle school teachers have been applying the TBLT in listening，speaking，reading and writing.It consists of three steps mainly： “per-task”，“during-task” and “post-task”.
2.1 Per-Task
The use of the “per-task” is a key characteristic of the task-based language teaching.In the per-task phase，teachers mainly help learners understand the requirements of the task and do a good job of preparing the task through the introduction of some useful words，phrases，or some articles and other topics.Skehan refers to broad alternatives available to the teacher during the per-task phase：“an emphasis on the general cognitive demands of the task or an emphasis on linguistic factors.”（Ellis 2004：244）
Ellis also thinks that the per-task phase mainly involves four activities： firstly，guide students to accomplish a similar task.Secondly，ask students to observe a method of how to perform the task.Thirdly，engage students in non-task preparation activities.Finally，strategic plan of the main task performance.According to Ellis，we can draw a conclusion that task-based teaching approach is based on the students，so the students are more participants in the classroom activities.This requires them to actively participate in a variety of communicative activities as a character.
2.2 During-Task
As regards to the during-task phase，there are three components：
First，Task.students to complete the task in the form of two or one group，and the teacher only to supervise and encourage learners to interact with each other，not involved in or correct language errors.Second，Planning.The learner will discuss and prepare to report to the class in the form of an oral or written report on their tasks，their decisions or new findings.Third，Reporting.Each group reports to the class about the completion of the task，or the exchange of written reports，then compares the results of each task.The teacher acts as a moderator and evaluates the content and quality of each report. At this stage，teachers can provide learners with adequate language expression，and emphasize the fluency of the language，and the use of language in the conversation should occur naturally.And the three components are genuinely free of language control and learners rely on their own linguistic resources.
2.3 Post-task
The post-task phase mainly involves two procedures.The first stage is analysis，which refers that the learner analyzes the language points used in the recording material or task execution by discussing the tasks of each group，and records the new words，phrases，sentences，grammar and so on.The second stage is practice，which is that the teacher provide corresponding language practice after explained to learn these languages.And after the completion of this series of steps，teachers should let learners change partners when necessary in order to complete tasks like new，so as to strengthen their relevant language.
Task-based language teaching approach begins with the learners’ completion of the task，and after the task is completed，the teacher draws attention to the language used in the process of the task completion，and makes error correction and strengthening exercises to the language used by learners.So that the unity of language fluency and accuracy can be achieved，and the balance between language meaning and language form is taken into account.（Richards：2003）
3 Conclusion
Task-based language teaching approach embodies the idea of “taking the students as the main body，the task as the center and the activity as the way”.With “TBLI”，students can not only construct the system of language and grasp the skills of language，but also learn how to communicate，solve the problems and do things.（Lu Leina 2008：11-12） It is helpful toenhance students’ interest and confidence in learning，which is the embodiment of quality education in English teaching.To sum up，task-based language teaching approach is an effective way of language teaching.At the same time，it is a new teaching method.Therefore，it is necessary to practice boldly and explore actively in teaching so that the task-based language teaching model can play the most significant role in improving the practical ability of students.And at the same time，teachers are supposed to learn the advantages of many other teaching approaches，and combine with other approaches to make the task-based language teaching approach serve their teaching better.
Bibliography
[1]Skehan，P.A Cognitive Approach to Language Learning[M].Oxford：Oxford University Press，1998.
[2]Ellis，Rod.Task-based Language Learning and Teaching[M].Oxford：Oxford University Press，2003.
[3]Richards.Approaches and Methods in Language Teaching[M].Beijing：Foreign Language Teaching and Research Press，2003.
[4]魯子问.中小学英语真实任务教学实践论[M].上海：外语教学与研究出社，2003.
[5]王蔷.英语教学法教程[M].北京高等教育出版，2006.
[6]夏纪梅.“难题教学法”与“任务教学法”的理论依据及其模式比较[J].外语届，1998（4）：16.
[7]教育部.英语课程标准（实验稿）[S].北京：北京师范大学出版社，2001.
[8]陆雷娜.试论大学英语写作中的任务教学模式[J].中小学外语教学与研究，2008（10）：11.
[9]余广安.任务型教学与定位思考[J].中小学外语教学与研究，2002（2）：33.
作者简介
宗季鲜（1994—），女，汉族，河南南阳市人，硕士，单位：湖南科技大学外国语学院；学科：英语专业；研究方向：英语教育教学。
◆Key words：task-based teaching approach；task organization；class teaching
1 Introduction
1.1 The Background of the Thesis
The typical traditional teaching method，especially 3P approach （presentation，practice and production），which is commonly known as “cramming” teaching，is characterized by an instruction and the mechanical train，consolidation.In the 3P teaching mode，teachers use a textbook based on a syllabus to teach courses according to their teaching progress and they focus on memorizing and reciting words，the language points and explaining and training the grammar knowledge.This model can fully reflect the ultimate goal of teaching，which is a safe and reliable teaching mode for teachers.But it ignores the practical ability of students to use the language.So many foreign language teaching researchers have been devoting themselves to the course of exploring more practical and efficient language teaching approach.
The task-based language teaching refers to the approach based on the use of tasks that are the core unit of planning and instruction in language teaching.And it emphasizes that learners should set up the subjective understanding and meaning of objective things from their own experience background.And it emphasizes that the study and development of human beings are in contact and interaction with other people.It’s widely recognized by the applied linguists and foreign languages teaching practitioner.Meanwhile，it’s also recommended and advocated by the middle school English curriculum standard formulated by the Ministry of Education.The design of the task is to provide students with a clear，real language information so that students are in a natural，real situation in the language and grasp the experience，the use of language. 1.2 The Significance of the Thesis
The task-based language teaching approach is more popular in China and abroad，for it has many advantages.Nowadays，more and more middle school teachers have been applying the TBLT （short for the task-based language teaching） in listening，speaking，reading and writing.However，each coin has its two sides.The TBLT theory was developed in the countries where English is spoken as a foreign language，which are quite different from China where people know nothing about English.So there are some people who argue that TBLT is not practical in China.As a consequence，it’s necessary to make a survey to analysis the TBLT approach and the implementation of TBLT in English class in China.So the present researcher hopes the thesis is helpful in providing teachers with some valuable suggestions to improve their teaching practical ability.
2 The Application of Task-based Approach in English Teaching
Nowadays，more and more middle school teachers have been applying the TBLT in listening，speaking，reading and writing.It consists of three steps mainly： “per-task”，“during-task” and “post-task”.
2.1 Per-Task
The use of the “per-task” is a key characteristic of the task-based language teaching.In the per-task phase，teachers mainly help learners understand the requirements of the task and do a good job of preparing the task through the introduction of some useful words，phrases，or some articles and other topics.Skehan refers to broad alternatives available to the teacher during the per-task phase：“an emphasis on the general cognitive demands of the task or an emphasis on linguistic factors.”（Ellis 2004：244）
Ellis also thinks that the per-task phase mainly involves four activities： firstly，guide students to accomplish a similar task.Secondly，ask students to observe a method of how to perform the task.Thirdly，engage students in non-task preparation activities.Finally，strategic plan of the main task performance.According to Ellis，we can draw a conclusion that task-based teaching approach is based on the students，so the students are more participants in the classroom activities.This requires them to actively participate in a variety of communicative activities as a character.
2.2 During-Task
As regards to the during-task phase，there are three components：
First，Task.students to complete the task in the form of two or one group，and the teacher only to supervise and encourage learners to interact with each other，not involved in or correct language errors.Second，Planning.The learner will discuss and prepare to report to the class in the form of an oral or written report on their tasks，their decisions or new findings.Third，Reporting.Each group reports to the class about the completion of the task，or the exchange of written reports，then compares the results of each task.The teacher acts as a moderator and evaluates the content and quality of each report. At this stage，teachers can provide learners with adequate language expression，and emphasize the fluency of the language，and the use of language in the conversation should occur naturally.And the three components are genuinely free of language control and learners rely on their own linguistic resources.
2.3 Post-task
The post-task phase mainly involves two procedures.The first stage is analysis，which refers that the learner analyzes the language points used in the recording material or task execution by discussing the tasks of each group，and records the new words，phrases，sentences，grammar and so on.The second stage is practice，which is that the teacher provide corresponding language practice after explained to learn these languages.And after the completion of this series of steps，teachers should let learners change partners when necessary in order to complete tasks like new，so as to strengthen their relevant language.
Task-based language teaching approach begins with the learners’ completion of the task，and after the task is completed，the teacher draws attention to the language used in the process of the task completion，and makes error correction and strengthening exercises to the language used by learners.So that the unity of language fluency and accuracy can be achieved，and the balance between language meaning and language form is taken into account.（Richards：2003）
3 Conclusion
Task-based language teaching approach embodies the idea of “taking the students as the main body，the task as the center and the activity as the way”.With “TBLI”，students can not only construct the system of language and grasp the skills of language，but also learn how to communicate，solve the problems and do things.（Lu Leina 2008：11-12） It is helpful toenhance students’ interest and confidence in learning，which is the embodiment of quality education in English teaching.To sum up，task-based language teaching approach is an effective way of language teaching.At the same time，it is a new teaching method.Therefore，it is necessary to practice boldly and explore actively in teaching so that the task-based language teaching model can play the most significant role in improving the practical ability of students.And at the same time，teachers are supposed to learn the advantages of many other teaching approaches，and combine with other approaches to make the task-based language teaching approach serve their teaching better.
Bibliography
[1]Skehan，P.A Cognitive Approach to Language Learning[M].Oxford：Oxford University Press，1998.
[2]Ellis，Rod.Task-based Language Learning and Teaching[M].Oxford：Oxford University Press，2003.
[3]Richards.Approaches and Methods in Language Teaching[M].Beijing：Foreign Language Teaching and Research Press，2003.
[4]魯子问.中小学英语真实任务教学实践论[M].上海：外语教学与研究出社，2003.
[5]王蔷.英语教学法教程[M].北京高等教育出版，2006.
[6]夏纪梅.“难题教学法”与“任务教学法”的理论依据及其模式比较[J].外语届，1998（4）：16.
[7]教育部.英语课程标准（实验稿）[S].北京：北京师范大学出版社，2001.
[8]陆雷娜.试论大学英语写作中的任务教学模式[J].中小学外语教学与研究，2008（10）：11.
[9]余广安.任务型教学与定位思考[J].中小学外语教学与研究，2002（2）：33.
作者简介
宗季鲜（1994—），女，汉族，河南南阳市人，硕士，单位：湖南科技大学外国语学院；学科：英语专业；研究方向：英语教育教学。