On Implementing Reading Tasks In College English Teaching For Task-Based EFL Instruction

Newly-introduced College English Curriculum Requirements stress "the development of the students'comprehensive capacities to apply English". Currently, however, the dominant class teaching pattern of college English is PPP (presentation, practice and production) which focuses on the transmission of language knowledge and it's difficult to develop students'comprehensive capacities to apply English.Reading teaching has always been the major aspect of college English teaching. But traditional reading teaching pattern has the following problems:1) Classroom practice stresses language points isolated from the context and ignores to facilitate students'ability of discourse analysis; 2) Students depend greatly on teachers and lack initiative to study on their own; 3) Students haven't much involvement in classroom activities. More seriously, with the expansion of college enrollment, traditional teaching pattern becomes far from satisfaction:students in large classes are more likely to be distracted from class when the teacher's standing on the platform and giving his lectures.In order to solve the problems, classroom teaching should be transferred from teacher-centered to students-centered, from teaching basic notions of language to application of language. And Task-based Approach (TBA) is proved to be an effective method in second language teaching. It embodies information processing, and makes the second language learning develop naturally. In this case, the inter-language system of the learner is enlarged and can develop normally.This paper tries to explore the practicality and efficiency of TBA in implementing reading tasks in EFL, especially college English teaching and provide some possible examples of tasks implementation in attempt to arouse students'motivations in reading and develop their abilities in language application, and above all, to change students; learning styles from passive reception to one of self-access, cooperation and exploration.To motivate and inspire students, classroom tasks should be diverse and appropriate to students. When implementing classroom tasks, teachers are suggested to take the following into consideration:1) Students have various learning habits, motivations and abilities of language learning. Teachers should base the task design on students'abilities, and give students chances to achieve sense of success which can in return help students keep positive and enthusiastic in English learning; 2) Teachers should transfer their roles from leading roles to guide, facilitator, supervisor and evaluator, and offer students chances to demonstrate their abilities in English; 3) Evaluation should be given equal emphasis.