英语专业学生对任务型阅读课实施情况的评价

asks? All the definitions above focused on some certain characteristics of a task from differentperspectives. In this research, I would like to adopt Ellisefinition : a task is a workplanthat requires learners to process language pragmatically in order to achieve an outcome tiiatcan be evaluated in terms of whether the correct or appropriate propositional content has been5conveyed. A task is intended to result in language use that bears a resemblance, direct orindirect, to the way language is used in the real world. In this section we will have a brief review of the task design features. To make clear itsdesign features is of importance because it is the basis for an efficient research and teaching.As Wrightsuggests, there are two fundamental elements in a task which are inputdata and instructional questions that invite learners to operate on the input in some way. Heinsists that tasks should not be described in terms of output because tasks can only have a discourse potential.According to Nunan，tasks are comprised of three components: input，activities whichare in consistent with Wright's instructional questions and goals which he describes as  thevague general intentions behind any given learning task.
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2.2 The Approaches to Task-based Teaching
Finally，it is important to recognize that there is no single way of doing task-basedteaching.One of its earliest proposals may be that intertwined with humanistic language teaching.Humanistic principles of education put the emphasis on the ftilfillment of students’ potentialfor growth by admitting the significance of the affective dimension in learning as well as thecognitive. Humanistic approaches aim at encouraging the students to bring their affection tothe language learning in the classroom. For example, the students should try to care for andshare with each other so as to not only improve their self-esteem but also stimulate them toleam by themselves in this process. Moskowitz [23] demonstrates what she calls 'humanisticexercises' which are actually tasks as defined here for language learning with some examples.For example, 'Identity card’ requires the students to pin on cards that give some personalinformation about themselves. The task situation is like this: all the students circulate as theteacher plays the music. The students should choose a partner and share the information onthe card as soon as the music stops. Moskowitz regards its 'affective purpose as ‘warming upa new group of students' and treats the 'linguistic' purpose as the practice of asking andanswering questions. She views this kind of humanistic tasks as the supplement andreinforcement of traditional materials. Therefore her task-based method is not so radical. Anda more radical idea for the task-based teaching should be to construct an entire course aroundtasks.
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3. The Design and Implementation ofTBLT in the Comprehensive........... 14
3.1 The Syllabus of Comprehensive Reading Course.......... 14
3.2 The Methodology of Comprehensive Reading Course.......... 14
3.3 The Implementation ofTasked-based Reading Course..........   16
4. Methodology.......... 18
4.1 Participants.......... 18
4.2 Instrument..........   18
4.3 Procedures.......... 18
5. Data Analysis and Discussions..........   20
5.1 Students' Background Knowledge about TBLT before the Experiment ..........20
5.2 Choic