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obstruct, or even destroy theirenthusiasm, interest and confidence.
(3) Learners should actively cooperate with teachers in the adoption of TBLT inclassroom teaching. They should also receive new theories of TBLT and change theirold concepts of learning.
(4) Both teachers and learners should fully recognize their roles in a task-basedclassroom. Teachers, being a guide, adviser and facilitator, do everything for learners.Learners, being the active participants, become the center of the classroom.
(5) Teachers should work together to compile a set of textbooks throughoutwhich possess new ideas of TBLT. There should be a direct and coherent relationamong task, language knowledge and language skill. A good textbook is helpful to thedevelopment of learners' language knowledge, language skill and communicativecompetence. Meanwhile, a more advancing and systematic system of assessmentshould be urgently investigated.
(6) The future research should be performed on more samples and continued forlonger time in more vocational colleges. In this way, the experiment can be morepersuasive and valid.
This study has proved that the implementation of TBLT is feasible and effectiveto reform teacher-centered English reading teaching. TBLT is more efficient toimprove art students' reading ability and arouse their reading interest in VC. Moreover,it has indicated that TBLT is helpful to establish art students' confidence and teamconsciousness in English reading study.

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