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Jane Wills (1996) put forward the tasks needed to implement the follow four principles: exposure to meaningful and useful language; tasks encourage students to use language; to pay attention to tasks round language itself; the different times you want to highlight the different degrees of language.
The natural law of Krashen and Terrell believes that language of the law is a natural acquisition, and the role is not obvious for grammar learning. At present, foreign language teaching is generally concerned about the rise of grammatical consciousness, referred to as CR. Rutherford and Sherwood Smith clearly defined CR as consciously attracting learners’ attention to the target language form.
As to grammar teaching, quite a few scholars have not only revealed the purpose of teaching grammar, but also raised some of their own views, and many materials and references are provided for the future.
Wang Aihua and Wu Fang (2009) aim to promote student-centered, meaning, language applications to convert ideas into the classroom teaching with practice significance, and task-based teaching approach in the teaching of English grammar in order to improve the cultivation of students’ learning abilities and learning strategies. Hu Zhuanglin (2000) pointed out that the purpose of language education includes teaching students the correct meaningful and appropriate use of English. Syntax should be seen as a rational dynamic system rather than static system of arbitrary rules. Li Shuangyan and Ma Jiangtao (2009) proposed several grammar teaching, with the aim of establishing a relaxed and happy learning atmosphere to help students build the grammar system. The experimental results show that task-based teaching approach fosters students’ confidence.
The first one is the authentic language and situation principle. Designing tasks provides clearly and factual language information the form of language should be in consistent with the actual language functions and rules to allow students learn language in real situations.
The second one is the form function principle. Its goal is to make students master the linguistic form, and at the same time to cultivate language ability. Each design should import some extent so that students can master forms through a series of tasks. Thus students can understand the function of language, and use it to communicate in actual situation.
The third one is the task-dependency and the task-chain principle. The design task should be arranged from simple to complex, easy to difficult, and gradually increase.
The last principle is to learn by doing. Students learn the language from the beginning to the end by completing specific tasks, accomplishing some specific learning objectives and the implementing specific language actions, to gain experience and enjoy the joy of success.