| The thesis applies the experimental method to explore the effectiveness of TBLT in the Integrated Skills of English for the improvement of oral English.Task-based language teaching (TBLT) refers to a type of language teaching approach which takes"tasks"as its key units for learning second language. It emphasizes"learning by doing", leaves learners to experience the target language and construct the language system by themselves. A"task"here is not a language problem, but one which demands learners to solve by using the target language in communication. TBLT originated in 1982 and it is the latest development from the Communicative Method. Originally TBLT developed by N Prabhu in Bangladore, south India, it is based on the belief that students may learn more effectively when their minds are focused on the tasks, rather than on the language they are using. Task-based language teaching has made much progress since 1989. Nunan's book Designing Tasks for Communicative Classroom symbolized for the task-based language teaching in the classroom. English teachers in China are different in choosing effective ways of teaching. The ultimate goal of language learning and teaching is to use language. TBLT emphasizes the plentiful chances to use it in communication, interaction and meaning negotiation between learners. It is the"task"that is regarded as a vehicle generating such conditions. TBLT suggests that effective language learning is experiential rather than instructional. All of these are supposed to be helpful in training learners'communicative competence.'Integrated Skills of English'is a crucial and basic course for English majors. The course aims at training and practicing students'comprehensive abilities. The teaching of the course at present focuses on the explanation of the teacher, while students are put in a passive place, which makes students lack of activeness and initiative. How to improve the effectiveness of oral English teaching in the Integrated Skills of English is becoming the concern of English teachers.After the New Curriculum Criterion was published in 2001, it began to be carried out in the whole country. It also pointed out that, teacher should avoid imparting language points simply, but apply TBLT in language teaching. TBLT originated in foreign country which took English as the 2nd language. That is quite different from the situation in our country which takes English as FL. We should take the advantage of the theories in foreign countries and explore the appropriate system which fits for our situation, so as to improve our language teaching.TBLT has been heatedly implemented in primary schools and middle schools since the publishment of the New Curriculum Criterion. But that is not the case in college English teaching, especially in English major. Oral English is the important symbol of language output. But the teaching of oral English is far from being satisfactory. In fundamental teaching, oral English has never been paid too much attention. Traditional teaching applies PPP approach, which means presentation, practice, production.This approach was established on the hypothesis that students will master what the teacher teaches. But the teaching based on language form is lack of credibility and efficiency. What the teacher emphasizes will always be the mistakes students commit in tests or exam papers. This kind of teaching put both the teacher and the students under great pressure. On the contrary, in TBLT, presentation is omitted, and exercises do not seem to be important, while product is strongly stressed. This can increase chances for students to participate in class. The more activity there is, the more comprehensible input there will be, the more language acquisition the students will have. The focus in TBLT is on meaningful communication but language form.This thesis tries to explore the feasibility and effectiveness of applying TBLT in the Integrated Skills of English to improve the students'oral English. Altogether, 72 English majors were involved in the experiment, 42 of them formed the experimental group, while the left 30 formed the control group. We applied SPSS14.0, by means of tests, interviews, and questionnaires to gather the data. Finally, this study got some results after the analysis of these data in a qualitative and quantitative way.The results indicate that in terms of oral English, the students could make significant progress. The results also show that TBLT can motivate the students in language learning.There is no doubt what you teach is not equal to what the students can master. TBLT can stimulate meaningful application of language and provide a good environment for language acquisition. English teaching at present encourages the application of many methods. Besides, teacher's instruction is also necessary. Based on the teaching content and the students'characteristics, teacher should combine traditional teaching method with TBLT to get the perfect effect. This paper is composed of five chapters. Chapter one makes a brief introduction about the paper and illustrates the purpose of the paper. PPP, TTT and TBLT are compared here.Chapter two gives a brief description about the history of language teaching and introduces some theories related to the language teaching and learning. The definitions, types , components and implementation of task are also mainly discussed in this chapter.Chapter three concerns the research. The aim, the subjects, the instruments procedures and the application are all presented in the chapter. An example of unit9, book II is also presented here.In chapter four, tests, interviews and questionnaires are performed. The results of the experiment are analyzed and discussed in detail.Chapter five makes a conclusion about the task-based approach: this method can improve students'oral English in Integrated Skills of English. Besides this some implications and suggestions are also given.
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