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are encouraged to do some activities with the target language.
(2). Researches have been made by some scholars, and the results conveyed that90% teachers regard their roles in classes are “language interpreter” and “languagedemonstrator”. Teacher-centered is one obvious feature of PPP. Teacher controls theclassroom, while the students learn the language passively. In PPP classrooms, thestudents have little opportunity to speak English．Therefore, the PPP approach cannotserve the needs of improving college students’ oral English.Although task-based approach has been introduced into China for decades, it hasnot been adopted in oral English classes systematically.

1.1.2 Study of Oral English Learning and Teaching
1. What kind of speaking should students do?When we talk about speaking, it is necessary to make it clear that the kind ofspeaking we are talking about here is not the controlled language like a particular itemof pronunciation, grammar, vocabulary or structures, but an activate practice. In otherwords, the students are commanded to perform some kind of oral tasks by using thosefeatures.
2. How should oral English be learned?Second language learning is different from first language learning. According toJeremy Harmer(2000), three elements are necessary for successful language learningin classroom. Three elements are called ‘ESA’, which help students learn effectively.They are: engagement, study, and activation. The three elements are also indispensablein oral English teaching.

Chapter Two Literature Review

This chapter introduces the brief history of TBLT and related studies of TBLTabroad and at home. This chapter also introduces the theoretic foundations of TBLT.

2.1 Brief History of TBLT Abroad and at Home

2.1.1 Studies of TBLT Abroad
The study on task-based language teaching is not new. Prabhu used a task-basedapproach in secondary school classes in Bangalore, India, on his CommunicationalTeaching Project, which beginning in 1979. Prabhu believes that learners’ grammarconstruction is an unconscious process and the teaching will be more effective in anenvironment in which learners can completely focus on the meaning and speaking.Prabhu proposed many task types，and designed lots of kinds communicative tasks bywhich learners can accomplish their study through accomplishing tasks. Prabhuproposed the task-based teaching approach that aims at teaching language throughtasks and students learning language through accomplishing tasks. Prabhu’sexperiment can be regarded as the first attempt, which laid stress on tasks in classes’designing, and his attempt has attracted great attention. American GovernmentLanguage Institutions switched to task-based instruction for foreign language teachingfor adults in the early 1980s. After that, other teachers and institutions followed thesuit.

Chapter Three Study of TBLT.......... 26-36
    3.1 Task in TBLT......... 26-28
    3.2 TBLT......... 28-32
        3.2.1 Features of TBLT......... 28-29
        3.2.2 Principles of TBLT......... 29-30
        3.2.3 Procedures of TBLT......... 30-32
    3.3 Systemic Study of TBLT......... 32-36
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