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real-life affairs. So the eventual purpose of foreign languageteaching is to develop students’ communicative ability. With the arrival of globalinformation year, it is necessary and important for students to communicate skillfully inEnglish. But the present situation of oral language teaching in English, particularlyfreshman in college is not satisfactory.Teaching method determines teaching quality. In the past nearly hundred years,FLT, which is also named foreign language teaching has experienced many changes, forexample, PPP (presentation, practice, production) Teaching Method, Direct Method,The Audio-visual Method, Cooperative Language Learning (CLL), Total Physical Response (TPR), The Silent Way, Communicative Approach, Suggestopedia and so on.In the history of the development of foreign language teaching, each kind of teachingmethod played a crucial role.Task-based Language Teaching (TBLT) as a new star, has been used in high schoolforeign language teaching widely. This “new” means that it has its own characteristicswhich meet the needs of the community and teaching goals in present society.“Language, teaching, and learning should always be viewed in a setting, context, orbackground.” (Stern, 1983：48). Here the TBLT (task-based language teaching) methodfrom the angle of the developmental communicative teaching method, has becomepopular across the world by the second language teachers.

Chapter Two Literature Review

This chapter will look back on some important ideas about TBLT approach, whichinclude the concept of “task” and “task-based language teaching”, the framework ofTBLT as well as the theoretical foundations of TBLT. The related previous researchesalso are presented in this Chapter.

2.1 Definitions, Types and Components of Task
Different people have different attitudes towards TBLT. So the definitions，typesand components of tasks are of great importance in this respect. This chapter willpresent the theoretical foundation of the TBLT theory in details. It begins with thedefinitions of task. Then the types of task are discussed. Later it presents thecomponents of task.

2.1.1 Definitions of Task
According to the Cambridge International Dictionary of English (1995), a task is “apiece of work to be done, esp. one done regularly, unwillingly or with difficulty”. Aboutthe 1989 edition of the Oxford English Dictionary, the compilers seem even lessenthusiastic about the term. For them, a task is “a piece of work imposed, exacted, orundertaken as a duty or the like” or “a portion of study imposed by a teacher”.According to Long, a task refers to a piece of undone work for others or foroneself，the one may be free or not. Thus, lots of examples can be tasks. Such as makinga table，feeding hens，completing a form，writing an essay, booking a train tickets,returning books to the library, taking a driving license, typing a report, weighting a pet, sorting goods, booking a hotel, renting a house, drawing a picture and counting birdsand so on. And on the other hand, in our daily life, whenever we are at work or at play,there are hundreds of things can be called as “task”. (Long1985:89). It can be seen thatthe definition given by Long is not a linguistic term used in pedagogy.

Chapter Three Methodology.......... 38-52
    3.1 Research Questions ..........38
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