Applicability Analysis of Task-Based Language Teaching Approach in the Context of College English Education in China

Abstract

As a widely-used language teaching approach, Task-Based Language Teaching (TBLT) has become increasingly popular in the field of second language acquisition, which can be applied in a wide range of different ages learners. The practice of TBLT in College English in China seems to be comparatively successful these years. The author starts his essay with a systematic literature review which addresses the theoretical bases of TBLT as well as the background information of College English Education in China. The essay then looks into the different practical situations in different learning contexts in Chinese colleges in terms of four English skills: listening, speaking, reading, writing, and tries to confirm which context is best suited to. Finally, the essay argues that it is difficult to define a specific section TBLT has obviously better effects than the other three in College English education, through comparing the strengths and limitations of application to each skill. In summary, TBLT can be favorably practiced in College English by narrowing down the drawbacks of the application to each skill.