2.2 Task-based Language Teaching (TBLT)
Teaching pedagogy is an important component of foreign language teaching (FLT). Pedagogy is the science and art of education. Its aims range from the full development of the human being to skills acquisition. (Net.2) With the development of the approaches and methods through the efforts of many researchers, foreign language teaching has developed into different schools based on different theories. They are Grammar-Translation Approach, Direct Method, the Oral Approach and Situational Language Teaching, Audio-lingual Method, Communicative Language Learning, Natural Approach and so on. All these different teaching approaches and methods once played important roles in the history of foreign language teaching in China, and each of them has its own advantages and disadvantages in different aspects. (邓丽君, 2009:83) The New Curriculum Syllabus for English Language Teaching, published in 2001, advocates the use of task-based approach. The task-based language learning is the application of constructivism in the teaching pedagogy.

2.2.1 Definition of TBLT
Task-based language learning, also known as task-based language teaching or task-based instruction focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms. This makes task-based language learning especially popular for developing target language fluency and student confidence. (Net.3) It is a modern language teaching approach to second language acquisition around the world. Through direct English classroom instruction task-based teaching enables students to complete a variety of tasks. The essence of TBLT is “learning by doing”.

2.2.2 TBLT in Practice
Task-based Language Teaching (TBLT) is a new teaching approach applied both in research and practice. It advocates that students should communicate with each other in the target language to learn language knowledge system by doing tasks that are common in the real context and ultimately improve their language proficiency. It focuses on asking students to do meaningful tasks by using the target language. Willis (1996) has proposed the frameworks of classroom implementation of task-based language teaching in 1996. He suggested the three stages in implementation in TBLT. (1). Pre-task. The pre-task is aimed at inducing and raising interest in a task in line with the topic; (2). Task-cycle. Task-cycle is made up of three concepts: task, planning and report. In this part, students should complete the task by groups or in pairs, prepare to report what they decided and discovered, and display what they have found of their conclusion. (3). Language focus. In this stage, teachers and students should all concentrate on the analysis and the practice of what they have learned and found. The main procedure of task-based language teaching is to change the process of language learning from simple vocabulary and grammar learning into the process of completing tasks, during which learners could learn the knowledge automatically on the learning process. Task-based language teaching attaches great importance to “learning by doing”. Learners are supposed to be fully involved in the tasks, and to learn language by communicating with each other automatically. Therefore, TBLT is of great significance in changing the traditional “low-efficient” English classes. And task-based language learning is especially popular for developing target language ability. Through direct English classroom instruction task-based teaching enables students to complete a variety of study, work, and other tasks. As the carrier of knowledge, English would be regarded as the stimulator to improve both students’ knowledge and skills through the process of listening, speaking, reading and writing. There is no doubt that TBLT is really significant in changing the current English teaching situation in our country, and that TBLT is effective in arousing students’ interest, developing their capabilities and enhancing their comprehensive competence. 热身活动在英语精读课堂教学中的应用基于建构主义学习理论(4):http://www.751com.cn/yingyu/lunwen_6179.html