所谓任务型语言教学是指在语言教学实践活动中，以学生为主体，围绕一定的任务，通过任务设计设定、任务完成、任务完成情况检查和评估等一系列步骤和程序来进行的一种语言教学模式。活动类型多种多样，具体到大学英语教学中，可以根据英语课堂特点设置故事链、信息差、解决问题、做决定、观点交换等任务，让学生在完成任务的过程中学习英语，培养和提高学生的听说读写基本技能和其他方面的综合能力。
Task-based language teaching refers to the practice in language teaching activities, take the student as the main body, surrounding a certain task, set by the design of the task, task, task completion inspection and evaluation and a series of steps and procedures for a kind of language teaching mode.Activity types varied, specific to the college English teaching, the story can be set according to the characteristics of English claroom, poor information, problem solving, decision making, opinion exchange tasks such as, let the students in the proce of complete the task to learn English, to cultivate and improve students\' listening, speaking, reading and writing basic skills and other aspects of comprehensive ability.任务型语言教学模式与传统的英语教学模式不同。在教学主体上，任务型语言教学模式强调以学生为主体；在教师所担当角色上，任务型语言教学模式中英语教师作为监督者、引导者和策划者引导学生学习；在对学生兴趣的调动上，任务型语言教学模式设置任务与生活紧密相连，比传统教学模式更能调动学生的积极性和学习兴趣；在教学质量上，任务型语言教学模式能够培养学生完成任务所必须的听说读写综合技能，提高学生课堂学习效率，优化学生学习策略。综上所述，任务型语言教学模式以学生为中心，更能调动学生兴趣、更能满足不同学生的学习需求，提高教学效率和教学质量，比传统教学模式更能满足社会对英语教学质量的要求。
Task-based language teaching model different from the traditional English teaching mode.In teaching the subject, the mode of task-based language teaching emphasizes students as the main body; Role in teachers\' role and task-based language teaching mode in English teacher as the supervisor, guide and planners to guide students to learn; In the mobilization of student interest, task-based language teaching mode setting tasks and life are closely linked, compared to the traditional teaching mode can arouse students\' enthusiasm and interest in learning; On the quality of teaching, task-based language teaching can cultivate students comprehensive skills, must carry out the tasks of listening, speaking, reading and writing to improve students\' claroom learning efficiency, optimize students\' learning strategies.To sum up, the task-based language teaching model with students as the center, more can arouse students interests, to meet different learning needs of students, improve teaching efficiency and teaching quality, compared to the traditional teaching mode can satisfy the social requirement for the quality of English teaching.二、任务型语言教学模式在大学英语教学中的应用
Second, the task-based language teaching mode in college English teaching the application
任务型语言教学模式要求以活动为主线、任务为中心、学生为主体、提高学生英语学习综合能力为宗旨。在具体应用过程中，主要分为以下步骤：
Task-based language teaching model requires to activities as the main line, task as the center, students as the main body, improve students\' comprehensive ability for the purpose of learning English.In the proce of application, mainly divided into the following steps:
1、设计任务。教师依据课堂内容和教学目标，根据学生的语言学习能力和层次设定不同的英语学习任务。任务设计要遵循真实性、层次性、趣味性、阶梯性、挑战性、学生主体参与性等原则，保证所设定的任务既能激发不同层次学生的参与兴趣，又能够让学生通过一定努力完成，也能提高学生的综合应用能力，完成相应的课堂教学任务。例如，\"比较中英两国的爱情观\"作为一个比较任务，既与现实联系密切，又是学生喜闻乐见的话题，可以让学生在查阅中外与之相关的话题时，提高阅读、理解、总结、归纳和表达等能力。尤其需要强调的是，任务的设置应考虑不同起点的学生，既要照顾起点较低的学生，又要为基础较好的学生创造发挥的空间；既能帮助学生打下扎实的语言基础，又能培养他们较强的实际应用能力。
1, the design task.Teachers according to the cla content and teaching target, according to the students\' language learning ability and level set different English learning tasks.Task design should follow the authenticity, gradation, interest, JieTiXing, challenging, the student main body participation principle, the guarantee set tasks can stimulate student\'s interest, different levels and can let the students through certain efforts to complete, also can improve the students\' comprehensive application ability, to complete the corresponding task of claroom teaching.\"In comparison, for example, Britain\'s love\" as a comparison task, is closely connected with reality, and popular topics, students can make students when acce to domestic and foreign related topic, improve their reading, understanding and summary, induction and expreion ability.Especially need to emphasize that the task of setting students should consider different starting point, low starting point is to take care of students, and on the basis of good students to create a play space; Can not only help students lay a solid language foundation, and to cultivate their strong ability of practical application.2、完成任务。这一阶段包括任务前的提示介绍、任务中的完成形式和任务后的结果展示。在开始完成任务前，教师对可能给学生完成任务造成障碍的生单词、新语法以及相关背景进行简单提示，并对活动内容进行介绍。在任务的完成过程中，英语教师可以根据任务需要采用或个人或合作的方式。任务完成后，英语教师需要引导学生利用表演、总结、演讲等等方式来表达个人或小组研究成果，从而提高学生英语口语和语用水平。
2, to complete the task.This phase includes the prompt introduction, task in front of the task, after completion of forms and tasks results show.Before starting to complete the task, the teacher may causes disorder to the student to complete the task, new grammar and new words are simply prompt relevant background, and introduces the content of the activity.In the proce of the completion of the task, English teachers can according to the tasks need to be adopted or personal or ways of cooperation.After completion of task, English teachers need to guide students to use performance, summary, presentation, and so on way to expre individual or group study, so as to improve students\' oral English and pragmatic level.3、效果评估。这一阶段通过学生互评、老师总评、以及课后作业等方式进行。以\"中英
两国爱情观\"这一任务为例，学生通过自己的积累、现场研究学习等方法完成了这一任务，并把自己或小组成果展示给全班同学之后，学生本身可以从学习和查阅资料的过程中提高自己学习英语的能力。老师总评和学生互评这一环节不仅可以培养学生英语的听、说、写等方面基本技能，也能够使学生拓宽知识、了解不同的世界文化，积累更多的知识，从而提高英语教学整体质量。
3, effect evaluation.This one phase through mutual, teachers, students and homework after cla.With \"love\" of the task, for example, students learn by own accumulation, field research method such as completed this task, and put yourself or team results showed after the cla, the students themselves can be from the proce of learning and acce to information to improve their ability to learn English.Teacher overall rating and students mutual this link can not only cultivate the students\' English basic skills in listening, speaking, writing, etc, also can make students broaden knowledge, understand different world culture, accumulate more knowledge, to improve the quality of English teaching as a whole.三、任务型语言教学模式应用问题分析及改善措施
Third, the model of task-based language teaching problem analysis and improvement measures
任务型语言教学模式已经逐步应用于大学英语教学之中，但在实施过程中，还存在一些问题。首先，在任务设计时课堂任务难度和形式比较难以把握。设置过难，层次过多，会消耗大量时间，也会增加学生完成任务的难度，难达效果；设置过于容易，层次单一，无法激发不同层次学生的探索和参与兴趣。其次，任务的系统性和连续性难以控制。任务语言教学模式不只是任务完成一个环节，还包括任务前的查阅准备，任务后的检查评估等，而这些需要课后余成的内容，要求学生有很强的自律性和充足的时间投入，否则难以落实。第三，学生层次的准确划分和任务的合理设定与分配是一个复杂的工作，如果划分不准，分配不合理，会造成能力差者容易依靠能力强者完成任务，其独立思考能力则会减弱，或者出现层次高的小组过早完成任务，而底层次小组完成任务过迟的现象，影响整体教学效果和质量。
Task-based language teaching mode has been gradually applied to college English teaching, but in the proce of implementation, there are still some problems.First of all, in the form of task design and task difficulty cla is difficult to grasp.Set a hard, level is overmuch, consumes a lot of time, will also increase the difficulty of the students to complete the task, difficult to effect; Setting is too easy, single level, unable to stimulate students\' interest in exploring and participate in different levels.Second, the task the continuity and systematicne of difficult to control.Language teaching mode is not only a completion, also includes tasks refer to prepare, before the task after checking evaluation, which need more after cla to content, students are required to have very strong self-discipline and plenty of time, otherwise it is hard to implement.Third, students level of accurate division and task and setting a reasonable allocation is a complicated job, if divided, unreasonable distribution, will cause the ability of memory, easy to rely on the strong to complete the task, the independent thinking ability will abate, or high level team early to complete the task, while the bottom level team to complete the task too late phenomenon, affects the whole teaching effect and quality.面对上述问题，在任务型语言教学模式的实施过程中，首先，教师需要提高自己的综合能力和设计任务的技能，使任务尽量具有阶梯型，难易适中；其次，高校需要转变传统教学理念，改革传统教学模式，减少其对新型教学模式的制约和排斥；另外，教师必须有高度的责任心，熟悉和了解学生，确保学生的层次划分准确，任务设定与分配合理；最后，学生应该充分发挥自己的主体地位，积极参与、积极思考。只有这样，才能使任务型语言教学模式更好地应用于大学英语教学中。
In the face of all these problems, in the proce of the implementation of task-based language teaching model, first of all, teachers need to improve their comprehensive ability and the skill of the design task to task as far as poible with ladder type, difficulty is moderate; Secondly, colleges and universities need to change traditional teaching concept, reform the traditional teaching mode, to reduce its restriction and rejection of the new teaching mode; In addition, teachers must have a high sense of responsibility, familiar with and understand the student, to ensure that the level of the student claification accuracy, the task set and reasonable aignment; Finally, students should give full play to their subject position, actively participate in, and positive thinking.Only in this way, can we make better application of task-based language teaching mode in college English teaching.
