TASK-BASED APPROACH IN FOREIGN LANGUAGE TEACHING IN CHINA

Approved:____________________________________Date:___April 30, 2009

Paper Advisor
TASK-BASED APPROACH IN FOREIGN LANGUAGE TEACHING IN CHINA

__________________

A Seminar Paper Research

Presented to

the Graduate Faculty

University of Wisconsin-Platteville

__________________

In Partial Fulfillment of the

Requirement for the Degree

Master of Science

in

Education

by

Zhu Lin

(Julia)

April 25, 2009

ii
 ABSTRACT

Task-based approach is a foreign language teaching method which has been used since

1980s. It is appropriated and accepted by application linguists and foreign language

teachers. It’s also a foreign language teaching method recommended by the Ministry of

Education in China.

Traditional teaching ideas and teaching modes once promoted in teaching foreign

language in China. They reflected a kind of restrictive, formalistic and passive teaching

mode. They emphasized the teachers’ leading role while ignoring learners’ motives and

purposes. Using the task-based approach, the teaching process is conducted with real life

tasks. Learners participate, experience, communicate, and cooperate together when

carrying out the task. They exert their cognitive ability and use their existing target

language resource to perceive and practice the target language. They learn the target

language in real life applications.

The approach presented in this paper, which embodies advanced teaching idea, is an

effective popular foreign language teaching method. A brief review of literature on

task-based approach and its theoretical basis was conducted. A second review of

literature relating to its application in English as a Second Language (ESL) classroom

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was conducted. A third review on its advantages over traditional teaching methods was

conducted. The findings were summarized and recommendations were made.

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 TABLE OF CONTENTS

APPROVAL PAGE ........................................................................................... i

TITLE PAGE ..................................................................................................... ii
ABSTRACT ....................................................................................................... iii
TABLE OF CONTENTS ................................................................................... v

I. INTRODUCTION ....................................................................................... 1
Statement of the Problem
Purpose of the Research
Significant of the Study
Assumptions
Delimitation of the Research
Methodology
Link to Theory

II. REVIEW OF LITERATURE........................................................................ 5

Theoretical Basis of Task-based Approach

Implementation of Task-based Approach
Advantages of Task-based Approach

III. DISCUSSION .............................................................................................. 12

The Definition of “Task”
The Classification of “Task”
The Essential Elements of Good “Tasks”
The Principles of Task Design

IV. CONCLUSIONS AND RECOMMENDATIONS ...................................... 22

V. REFERENCES.............................................................................................. 25

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CHAPTER 1

INTRODUCTION

Task-based approach is a teaching technique that involves classroom activities and the

understanding and application of the target language and interaction among learners. It

focuses on the meaning rather than the form of language and the task itself should be a

complete unit which can be related to fulfilling an independent social activity. The

purpose of task-based approach is to provide learners a natural and real environment to

use language in which they will get many opportunities to communicate in the target

language when they are trying to complete the task so as to acquire those language skills.

Task-based approach has been widely applied since the 1980s. It profits from theories

like Krashen’s second language acquisition, Vygotsky’s constructivism theory and many

others. Task-based approach is a dynamic and developing teaching method which

advocates learning and training language knowledge and skills when completing tasks.

Teachers are no longer just initiators but guides, nor are learners just receivers but

principal agents. Through this approach, learners will learn how to make full use of their

own communicative ability to transfer from mother language to target language. It

provides an opportunity for them to learn together and mobilizes their potential abilities

to use and handle the target language skillfully.

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Those real and natural tasks will undoubtedly stimulate learners’ knowledge acquired

before, and activate their cognitive pattern. Learners are constantly active and positive in

their learning during the task, thus they together form a favorable environment for

learners to gain knowledge of the cultures and customs of English-speaking countries. In

this way, learners naturally acquire the knowledge of English language and cultures and

strengthen their abilities to comprehensively use the target language.

Statement of Problem

The research addressed two essential problems related to the task-based approach to

teaching and learning a foreign language as a departure from traditional methods of

teaching. The questions are:

(i) what is the theoretical basis of task-based approach, and

(ii) what is the relationship between task and learners’ learning achievements.

There is much evidence to show that task-based approach plays a very important role in

foreign language teaching and learning. The objective in this paper is to find out its

theoretical basis. The other objective is to explain how it works in foreign language

teaching classrooms better than traditional audio-lingual methods.

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Purpose of the Research

Experts and scholars have been looking for an effective teaching approach, which can

make learners learn during communication in foreign language classrooms for years,

even for centuries. Task-based approach seems to satisfy this need to the greatest extent

possible. The purpose of this paper is to give foreign language teachers a vivid picture by

explaining what task-based approach is, how it works and its benefits.

Significance of the Problem

Educators believe that using appropriate teaching approaches is the best way to convey

knowledge. People have dedicated time, money and energy to seek better ways to make

language learning more interesting and more efficient. Task-based approach was

researched and reported in this paper to inform people of a better way to teach and learn

foreign languages.

Assumptions

For the purpose of this paper, it is assumed that all research and review of the current

literature of task-based approach was accurately reported. It is also assumed that the

literature of task-based approach will make recommendations on how best to use the

research available.
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Delimitations of the Research

The research was conducted at the YWICC Library in Yiwu Industrial and Commercial

College and at the Karrmann Library in the University of Wisconsin-Platteville, over

sixty (60) days. Primary searches were conducted using the Internet and EBSCO host

with ERIC and Academic Search Elite as the primary sources. Searches were also

conducted using the Internet through Googlescholar. Key search topics were “task-based

approach” and “task-based teaching”.

Method of Approach

A brief review of the literature on task-based approach and its theoretical basis was

conducted. A second review of literature relating to its application in English as a second

Language (ESL) classrooms was conducted. A third review on its advantages over

traditional teaching methods was conducted. A discussion on how to design a good task

was developed. The findings were summarized and recommendations were made.

Link of Theory

Task-based approach benefits from theories like Krashen’s second language acquisition,

and Vygotsky’s constructivism theory. It involved from Prabhu’s research in Bangolore.

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CHAPTER 2

REVIEW OF LITERATURE

Theoretical Basis of Task-based Approach

Task-based approach is a teaching approach which uses tasks as its core programs to

organize language teaching. Its advocate presented the idea that task-based approach is

the logical extension of Communication Linguistics because they share similar principles

in teaching. For example, they both agree that activities for real communication are of

most importance in language learning; they both agree that using language to complete

meaningful tasks can promote language learning; they both agree that the language which

is meaningful to learners can facilitate the learning process (Willis, 1996).

Task-based approach is a dynamic and developing learning method. It advocates learning

language knowledge and training skills in the process of completing tasks. Teachers are

no longer just instructors but also guides, nor are learners just receivers but also principal

agents. Through this approach, learners will learn how to make full use of their own

communicative abilities to transfer from mother language to the target language. It

provides an opportunity for them to learn together and mobilizes their potential abilities

to use and handle the target language skillfully.

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Task-based approach in second language teaching was first carried out by Prabhu, who

published the Bangolore research report in 1982 and developed the concept of task-based

approach (Wei, 2004). Researchers of task-based approach have acquired experience

from language research, the research of language learning and the research of foreign

language acquisition, and it is becoming more and more mature together with them. Its

functions and value in building learner-centered classrooms and language learning

environments, providing learners with chances to communicate and interact and

developing learners’ ability to use the target language and solve communicative problems

were highly appreciated and recognized by experts and scholars in the field of language

teaching.

Since the 1980s, task-based approach has attracted more and more attention in the foreign

language teaching field. It is a learner-centered approach, which considers language as a

communicative tool. It is in accordance with the direction of English teaching reform in

China. Task-based approach aims at providing opportunities for learners to learn

language both in speaking and writing through learning activities which are designed to

engage learners in the authentic, practical and functional use of language for meaningful

purpose.

The Implementation of Task-based Approach

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Brown (1994) referred to task-based approach as a series of tasks which directly serve

and connect with teaching purpose transcending merely practicing language for language.

It is the core of task-based approach to complete a real and meaningful task through the

common effort of both teachers and learners (Willis, 1996). Therefore, learners learn the

language skills naturally rather than take language as fragments and practice some

language components mechanically. The common essence of task-based approach and

communicative approach is that they both give top priority to fostering learners’

communicative ability in target language.

Traditional foreign language teaching approaches in China place too much emphasis on

instruction; pay too much attention to explaining language forms. All the practices focus

on grammar teaching and seldom give consideration to authenticity and communicative

function of language. While in task-based approach, an independent teaching unit

consists of only one task; all the classroom activities center on the task and serve the task.

As a teaching approach, it is not persuasive when it only stops at the theoretical level; the

key issue is the way teachers put it into practice. So far, the research of practicing

task-based approach has been best represented by Skehan (1998) and Willis (1996) who

both agreed on the key issue and fully suggest the idea of using task-based approach in

teaching. Now, I am going to take Willis’s framework as an example to talk about the

teaching pattern of task-based approach.

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Generally speaking, Willis’s (1996) teaching framework can be divided into the

following three stages: pre-task, task cycle and language focus. Willis put language focus

in the last stage, which is totally different from traditional language teaching process.

Communicative tasks which involve the four basic language skills of listening, speaking,

reading and writing are the center of the whole teaching framework. Learners start with

experiencing the practice of language, and end with reviewing the rules of language.

1. Pre-task: Topics and tasks are introduced in pre-task stage. Teachers introduce tasks to

learners (Willis, 1996). They present necessary knowledge, explain the requirements and

procedures of the task in details and help familiarize them with the topic, vocabulary and

expressions. In this stage, teachers should take the individual differences among learners

into account.

2. Task cycle: Task cycle can be divided into three parts: task, planning and report

(Willis, 1996).

i) Task. In this part, learners are given plenty of chances to express their ideas in target

language. The fluency of language is emphasized. Learners implement tasks in pairs or

groups. Teachers supervise the process without interrupting their speech and correcting

their errors so that the learners feel safe to express themselves freely. Teachers should
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help learners gain confidence in language learning. Emphasis lays on communication not

accuracy of language.

ii) Planning. This part is the preparation for report. Each group is getting ready to show

classmates their process and achievements of the task. Since learners have to report

publicly, emphasis of language naturally transfers from fluency to accuracy. In this part,

teachers should give suggestions and correct grammar.

iii) Report. Several learners report to the class while other learners should listen carefully

and compare those reports. In this way, all the learners are involved. At last, teachers

should be commentators to assess the implementation condition of tasks.

3. Language focus: Learning by doing motivates learners to fulfill their potential.

Learners master the language by using it communicatively in the classroom, and they still

have to learn grammar and memorize vocabulary. Teachers lead learners’ attention to

language forms. Some exercises are necessary to consolidate the learnt knowledge and

improve their sensitivity to language form. It is divided into two parts:

i) Analysis. The purpose in this part is to help learners explore the usage of language,

become aware of syntax, phrase arrangements and vocabulary etc.; and help them to

systemize the language features they observed in learning process, so as to discover new

language knowledge.
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ii) Practice. It is necessary for learners to do some exercises under the guide of teachers.

This part makes the whole teaching procedure be accepted by learners more easily. It also

functions as a conclusion of the whole teaching procedure.

The Advantages of Task-based Approach

Compare to traditional teaching methods, task-based approach can give learners better

initiative and make them more active in class. In traditional English teaching process, the

contents and outcomes of teaching are completely controlled by teachers. There is no real

language environment and meaningful communication. Learners can just passively learn

some isolated grammar rules or expressions and can’t use the target language to

communicate and express their feelings and thoughts freely. On the contrary, in

task-based approach, teachers design some familiar activities in everyday life to create

real or relatively real language environment to stimulate learners’ interests and teach

them how to socialize and communicate in certain occasions. Task-based approach

highlights its feature of the Chinese saying “learning is to use”. It is an effective teaching

method whose tasks can improve the structure of classroom teaching, propel learners to

learn and to utilize English in activities and help learners get together to cooperate and

experience the success and joy in English learning. Its advantages are as follows:

1. Task-based approach shortens the distance between teaching contents and everyday

life. The ultimate goal of language teaching is to make learners fulfill the communicative
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purposes in the target language in everyday life. Traditional English teaching seldom

involves itself in daily practice in the real society. Thus learners are trained to be “dumb”

English learners, who has been learning English for years but can’t communicate in

everyday life. While task-based approach is exactly designed for this ultimate goal. It

emphasizes the combination of language learning in class and activities out of class so as

to improve learners’ communicative abilities in the target language.

2. Task-based approach also pays considerable attention to learning process. In the

process of communicating in English to complete their tasks, task-based approach

emphasizes on learners’ interaction and cooperation. In order to complete tasks,

learners are inspired to apply and share their existing experience together. Meanwhile, it

transfers the teacher-centered teaching mode to a mode which emphasizes the input of

language skills and productions of language learning.

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CHAPTER 3

DISCUSSION

The Definition of “Task”

There are a lot of definitions for the word “task”. First of all, according to the Modern

Chinese Dictionary, “tasks” are the assignments one gets, or the responsibilities one has

to do. Long (1985, p89) defines “tasks” as “a piece of work undertaken for oneself or for

others, freely or for some reward. Thus, examples of tasks including painting a fence,

dressing a child, filling out a form, buying a pair of shoes, making an airline reservation,

borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting

letters, taking a hotel reservation, writing a check, finding a street destination and helping

someone across a road. In other words, by ‘task’ we mean the hundred and one things

people do in everyday life, at work, at play and in between. Tasks are things that people

will tell you they do if you ask them and they are not linguists.” Prabhu (1987, p24) said

that a task is “an activity which require[s] learners to arrive at an outcome from given

information through some process of thought, and which allow[s] teachers to control and

regulate that process.” But in foreign language teaching, especially when we refer to

task-based approach, “tasks” always mean activities which make reference to real life and

can form language meanings. In Nunan’s (1989, p15) opinion, a “task” is “a piece of

classroom work which involves learners in comprehending, manipulating, producing or

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interacting in the target language; while their attention is principally focused on the

meaning rather than the form. The task should have a sense of completeness, being also

to stand alone as a communicative act in its own right.” Breen (1987, p23) thought that a

“task” is “… any structured language learning endeavor which has a particular objective,

appropriate content, a specified working procedure, and a range of outcomes for those

who undertake the task.” He considered all the classroom activities that are helpful to

achieve the language learning goals as tasks, including those small grammar exercises or

complicated time-consuming activities. Richards et al (2000, p468) hold the opinion that

a task is “…an activity which is designed to help achieve a particular goal.” Their

definition also mentioned that a number of dimensions of tasks influence their use in

language teaching, such as goals, procedures, pacing, learning strategy and many others.

Nunan’s definition is similar to the one in traditional communicative teaching approach,

which lays much importance on language learning behaviors and language meanings.

Breen’s definition gives prominence to the goal, content, procedures and result of tasks.

Richards et al put the goal of a task in the first place, and endue the task with features of

communicative tasks in the real world. Many definitions can be summarized from the

above review. Tasks are a series of correlative and purposeful activities in which learners

perform when learning a language, absorbing information, solving problems, and

achieving goals with the target language as they do in the real world. “Task” in

task-based approach is not as simple and isolated as in-class or after-class teaching

activities. It can not be used and combined at random. “Task” is an essential part of the
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whole course that leads to fluency in speaking the target language. It is also the process in

which learners solve simulative or real-world problems with the target language. It can

help learners acquire language knowledge and develop their comprehensive abilities in

solving problems.

The Classification of “Task”

The tasks in task-based approach are similar to the tasks in real life in many aspects.

According to the differences or the similarities of the tasks, Nunan divides tasks into two

categories: “real-world tasks or target tasks” and “pedagogical tasks” (1989, p40-41). As

you can see from these names, the tasks in real world are designed for daily life usage

that aim to improve the learners’ abilities to fulfill similar tasks in real life while the

teaching tasks do not always directly reflect the concert tasks in daily life. They involve

the theories and practices of second language acquisition and are applied in certain

teaching situations only. Pedagogical tasks are derived from the tasks in real life; and

could be sub-tasks in real life. They also involve exercises in language skills. Pedagogical

tasks are not apparently similar to the real life and mainly apply to class teaching.

Teachers should select real life tasks subject to learners’ practical needs concerning the

purpose for which learners use the target language. The design of the pedagogical tasks

should be based on second language acquisition theory.

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The Essential Elements of Good “Tasks”

During the process of task-based approach to learning the design of a task is very

important. Nunan (1989) describes the task as a piece of classroom work which involves

learners in comprehending, manipulating, producing or interacting in the target language

while their attention is focused on mobilizing their grammatical knowledge in order to

convey meaning rather than to manipulate form. When designing a task, teachers should

consider learners’ cognitive abilities, age, psychological features, interests and cultural

background. Moreover, both the manipulation and communicative function of language

should be considered. Just as Eva Lai (2003) concluded that a good task should have:

i) a specific purpose, which makes learners use language for a specific

communicative purpose, not purely practice;

ii) a language environment, in which it brings out the specific purpose;

iii) learners’ participation. All learners will think and participate in the whole

teaching process;

iv) well-defined outcomes. This makes learners complete tasks with certain purposes

and attain certain achievement; and

v) require some background knowledge and basic language skills. It is a process that

learners have to constantly use their acquired background knowledge and skills.

Besides the five essential elements for a good task Eva Lai mentions above, difficulty is

also an important element. “Task-based approaches, therefore, need to focus on task

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difficulty as a precondition for any task work (Skehan, 1998, p134).” If a task is so

difficult that learners will lose confidence and motivation in the communicative process,

they will fail to achieve the teaching objective. Equally, a good task should not be too

easy. Learners will be bored when performing a task that is too easy and not challenging.

They will not be seriously engaged in performing the task. Therefore, they will learn

nothing in such a teaching process. Just as Skehan (1996) said, we should give learners

communication problems to solve at the right level of processing difficulty.

In the teaching process of task-based approach, it is necessary for teachers to have a clear

idea of the elements that influence the difficulty of tasks, which enable them to design

tasks of appropriate difficulty levels according to different teaching objectives, content

and learners’ abilities. If the task is too hard, the learners will be intimidated and lose

interest in the learning and self-confidence. This will result in failure and the teaching

objectives will not be met. If the task is too easy, it will not be challenging and may not

fully attract the learners’ attention in carrying out the task, which means inferior outcome

in teaching and the possibility of learners’ getting bored in class. From a good teaching

point of view, the factors that have a close link with the difficulty of the tasks are

teaching objectives, teaching materials, teaching activities, teachers’ role and the class

environment.
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1. Teaching objectives. Teaching is an activity with a definite objective. When the

teachers are designing the tasks, they must make sure that the tasks are intended to help

the learners acquire certain knowledge or language skills. There are two main objectives

in using task-based approach. One of the objectives of the task-based approach in

learning is to perform the task; the other purpose of the teaching using the task-approach

is to learn the skills and knowledge involved in carrying out the task. For example, when

we are designing a task for learning telephone dialogues, the objective of the task is to

learn how to leave a message while making the telephone call. The teaching objective is

to help the learner make use of the communication in the course of fulfilling the task to

strengthen the awareness of the language, improve communication ability and use

expressions in the target language such as: May I speak to… or Hold on, please. Teachers

pay more attention to finding out if the teaching objective has been met because it is

designed to facilitate learners’ communication skills. Therefore, performing the tasks

should lead to the fulfillment of teaching objectives.

2. Learning materials. Learners directly use a variety of learning materials. The content

and types of the materials attract learners’ attention and demand various learning or

performance efforts from the learners. Different materials will result in different amount

of effort that the learner will make or make the task become more difficult or easier. It is

much better to provide instructions, accompanied by news reports or pictures and graphs

that will make the task to be more real and practical.

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3. Teaching activities. Teaching activities refer to the way in which learners become

involve with the learning materials. They must be designed in line with the teaching

purpose and simulate real life problems that the learners might come across. They must

have an authentic context that can provoke students’ interests. If the activities are not so

real, learners may lose initiative and concentration. Teaching activities should be selected

to make the tasks more realistic.

4. Teachers’ role. In the course of fulfilling the task, teachers should not only be

supervisors and instructors but also be participants who provide learners with

demonstrations and instructions so as to reduce the amount of learners’ frustration and

decrease the difficulty of the tasks. If teachers only show up as observers or judges, the

difficulty of the tasks maybe more frustrating for the learners. The designer of tasks could

also assign teachers and learners specific roles to help them to fulfill the tasks more

smoothly and efficiently.

5. Classroom environment. The environment of the tasks refers to settings or location in

which the tasks are originated and fulfilled. Teaching tasks are mainly carried out in the

classrooms. Familiar environment could help learners focus on the tasks. If teachers use

multi-media facilities to set the context or background related to the tasks, the difficulty
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could be reduced. If the learners are in a strange environment without any auxiliary

resources, the difficulty of the task could be increased.

All factors mentioned above can affect the difficulty of the tasks directly or indirectly.

Teachers should have a clear idea about how these factors work so as to manipulate the

factors to adjust the difficulty of the tasks to fit different learners’ levels of language

abilities.

The Principles of Task Design

Task-based approach has changed traditional ways of language learning and teaching

from direct presentation and explanation of language rules turning out passive learners

into more task-oriented and active learners. It creates a favorable environment for

learners to think about how and why the task should be done in this way and to analyze

and summarize what they have in the course of fulfilling the task. When applying

teaching based on real tasks, teachers should design effective tasks according to learners’

level. A good teaching task should conform to educational principles as follows:

1. Focus on learners. Focusing on learners is the key feature in which task-based

approach differs from other teaching modes. In task-based activities, teachers should be

organizers and instructors who provide learners methods and skills of learning, plenty of

opportunities and time to practice by themselves and who also organize and control the

class or learning environment. Only when learners are involved in the task and think
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actively, can they have the opportunities to use the target language in different situations,

to enhance their understanding of the language. They also recognize the nature of the

language and know better how to use the target language in real life. Learners will be

active learners only when they are the center of all teaching circumstances and endowed

with chances to perform and improve their communication skills. Also, active learners

have the space for their self-development.

2. Design real tasks. Tasks should be realistic in three aspects: first, the designer of the

task should choose language and expressions used in daily life communication, selecting

the plot and background of the task from real life. Secondly, the circumstances involving

the task should enable learners to experience and practice real language skills. Thirdly,

the task-based activities should be as close as possible to the learners’ backgrounds.

Tasks could be relatively real but teachers should try to create tasks as real as possible to

provide learners with substantial unrefined language and information so as to get them

actively involved in the activities.

3. Design tasks of proper difficulty level. It must be noted that the tasks should not be too

easy or too hard. If the tasks are too easy, learners will lose interest because of the lack of

challenge; if they are too hard, the learners will be intimidated and lose interest and

confidence, which will result in learners’ negative attitude in the learning process.
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Teachers should design tasks of proper difficulty level according to learners’ language

proficiency to stimulate their interest and the desire to learn.

4. Design interesting tasks. Interesting communicative activities in class can effectively

stimulate learners’ initiative, which is one of the advantages of task-based approach.

Mechanical and repetitive tasks would deprive learners of their interest to participate in

performing the task and will result in the lost of learners’ initiatives. Teachers should

design varying, interesting and challenging tasks that stimulate the learners’ desire to

learn.
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CHAPTER 4

CONCLUSION AND RECOMMENDATIONS

Many instructional methods are available in second language teaching and each of them

has its strengths and weaknesses. In China, for over 200 years of second language

teaching, people have been using receptive methods. These methods are teacher-centered,

and stress on language grammar and vocabulary, as main objectives of language learning.

The main objectives of learning a language should not be that of just learning the rules

and vocabulary. Other methods overcome this weakness.

The task-based approach, which is not widely used in all levels of English teaching in

China, especially in junior and senior high schools, overcomes the weakness mentioned

above. Although the introduction of task-based Approach has brought important

reference for current foreign language teaching in China, educators still need to think

about how to integrate this approach into the practical situation in China so as to give full

play to it at all levels.

The task-based approach embodies a new concept in language teaching. The purpose of

teaching is not to help learners reach scheduled targets but to offer them the environment

and conditions in which language acquisition can take place. The teachers’ roles have
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also been changed from instructor to creators of study environment, assistants,

supervisors, and supporters of the learning activities. Learners are the subjects in the

class, which means they are the main players in the learning process. They are no longer

empty vessels to be filled by the teachers but torches to be lit through providing good

learning environments and tasks.

Task-based approach has closed the distance between class and real life and has changed

the malpractice in which teachers completely separated traditional foreign language

teaching from real life. Task-based approach helps learners spontaneously acquire

language skills and trains learners’ ability to solve problems in real life.

But the task-based approach also has limits in some aspects if not properly used. Firstly,

some tasks are randomly selected. The way of choosing tasks should be clearly stated in

task-based syllabus, but so far all examples we have are those applied in Prabhu’s

“Bangolore experiment” in 1980s, which is too old to be instructive and cannot achieve

the anticipated teaching goals. Secondly, in most schools in China, learners cannot get

involved in authentic English environment. The process of language teaching and

learners’ experiences are too limited to put to effects the concept of helping learners

master the language systematically through their experiences of the language. Thirdly,

language teaching in China is carried out in classes with over 30, and sometimes, even 40

learners, which makes it very difficult to organize activities of good quality. The
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implementations of task-based approach are also affective by the general proficiency

level of the language teachers. As assistants, supervisors, and supporters to language

learners, teachers should design the class from the learners’ points of view and deal with

the learners’ problems when they come across in fulfilling the tasks. These approaches

set up higher standards for the teachers’ language levels and abilities to deal with

emergencies and to keep the class on task. At present, the proficiency level of language

teachers in China has been improved but most of them have not received specific training

for implementing task-based approach, which will extensively affect the quality of

teaching and learning.

In reference to authority in language teaching, Richard and Rogers (2001) expressed that

there are still many aspects of task-based approach to be verified. Such as task model,

task assessment and others. The point of view that task-based approach is better than

other methods is still an assumption and not a fact. The introduction of task-based

approach has brought more reference to traditional foreign language teaching methods,

but educators must note that there are many more differences in the environment and

conditions of language teaching and learning between the east and the west. Educators in

China should not imitate the form of the task-based approach but focus on its essence,

connected it to the traditional teaching methods and make them complementary.

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Eva, L. (2000) Task-based Teaching Workshop at International Language Education

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Nunan, D. (1989) Designing Tasks for the Communicative Classroom. Cambridge:

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