Business Oral English Teaching Based on Task—Based Approach论文

【Abstract】Task-Based Language Teaching （TBLT） attaches importance to the cultivation of students’ language application ability. At present， many scholars and educators he already analyzed related theories and practical application. The value of TBLT has received great affirmation.
　　【Keywords】Business Oral English， TBLT， communicative competence
　　

1. Introduction

　　With the deepening of globalization， international communication occurs more. Business English （BE） has attracted countless learners. Up to April， 2011， there are 32 universities setting up BE major. Among so many skills， according to Mark Ellis and Christine Johnson （2002）， the most important one for BE learners is speaking， since all business contexts require communication. However， the low level of students’ business communicative competence is a common phenomenon to be broadly recognized. Therefore， it is urgent for teachers and educators to improve learners’ BOE. On the way of finding an efficient method， some scholars took note of TBLT.
　　

2. Literature review

　　2.1 The introduction of TBLT
　　Nunan （1989） defined TBLT as “an approach to the design of language course in which the point of departure is not an ordered list of linguistic items， but a collection of tasks”. In teaching activities， teachers should design specific and operable tasks according to certain communicative and language projects. Then， students are required to communicate to finish those tasks and then， achieve the goal of mastering the language.
　　2.2 Previous research on TBLT
　　In 1989， Nunan proposed a model for communication tasks. TBLT framework brought up by Willis （1996） functions as guidance to TBLT application. Skehan （1998） explained TBLT in A Cognitive Approach to Language Learning and Teaching. At the same time， Skehan worried that when students concentrate on task performance， grammatical internalization is neglected. In 2003， Ellis proposed a 3-stage-model for TBLT. Branden （2006） investigated the rules in applying TBLT in teaching. In China， Gong Yafu， Luo Shaoqin （1999） endeored to perfect the fundamental theories of input hypothesis， output hypothesis and so on. Fang Wenli （2003） made a careful analysis on features， significance， and application feasibility of TBLT. Wu Zhongwei and Guo Peng （2009） paid their attention on task design and teaching materials.
　　2.3 Theoretical foundations of the application of TBLT in BOE
　　The input hypothesis：Kreshen emphasized that acquisition occurs only when learners get comprehensive input and focus on the understanding of meaning instead of form. This is the famous i+1 formula， in which i means learners present level， 1 refers to the second language input which is a little beyond learner’s present level. That’s to say materials used are neither too easy nor too difficult.