Using Task-based Instruction Approach to Make Clear Communication

Unclear,ambiguous,poor communication is one of the causes of major marine disasters.To foster the students'commu-nicative competence,the task-based instruction theory was applied in the design of English for Specific Purpose(ESP)instruction.This paper explored the procedures in task-based language teaching and applied them in ESP class in a Chinese vocational institute.

An Initial Plan to Explore the Use of CALL in Task-Based Instruction in College English Writing in China

Learning for using theories has been,to a great degree,acceptable over the last few decades.Learning through doing,through using the language,through performing real life or real-life-like tasks has come to its own important occasions to achieve EFL/ESL learners' communicative goals.

On Task-based Syllabus

Task-based syllabus (TBS) is organized around tasks. The basic theoretical foundation of TBS is Krashen's acquisition theory.from the L2 acquisition theory. The characteristic of TBS is focus of process of learning. TBS can improve communicative competence of learners, but it ignores grammar learning and teaching. The application of TBS in China is wide and the author provides an example.

Application of Task-based Approach in College English Vocabulary Teaching

With the rapid development of economy and society,more and more people pay attention to English teaching.Vocabulary,the basic unit of language,is regarded as the center of language teaching by many linguists and educators.For Chinese students,vocabulary learning is also the most difficult and important problem in language learning.Unlike that in English-speaking countries,there is an absence of a foreign language environment for Chinese students,and most of their vocabulary is derived from classroom learning.Thus it is necessary to find an effective method to deal with vocabulary teaching.It analyzes college English vocabulary teaching,as college students have formed the corresponding language skills with more suitability.For a long time,students develop the habit of memorizing words repeatedly,consuming a lot of time,but the result is not satisfactory.Faced with this phenomenon,this paper analyzes the problems existing in College English vocabulary teaching and explores the reasons of the problems.Then it analyzes the application of task-based approach in college English vocabulary teaching.

REVIEW OF TASK-BASED INSTRUCTION

As a new ideology, task-based instruction aims at achieving the balanced development of language. The paper reviews the origin, the development and the future of task-based instruction, with the aim of providing a clear picture of tasks and task-based instruction and in the hope of removing doubts and suspicions and pointing out the problems faced by task-based instruction.

Using WebQuests to Facilitate Task-based English Reading Instruction for Graduate Students

The WebQuest is a process involving students using the Web to learn about a topic or solve a problem. The WebQuest as an instructional tool has gained popularity in the education field across subjects and settings, and is generally well received by both teachers and students. This paper presents an instructional design integrating WebQuests into teaching English reading to graduate students （non-English majors） in a Chinese university in attempt to examine the efficacy of this particular design, that is, to examine whether using WebQuests facilitates task-based English reading instruction for graduate students. This instructional design was implemented in a setting where the task-based teaching method was adopted through the entire course. After three months’ implementation, a survey was conducted on students’ responses to WebQuests utilization. Results indicate that students’ perception is that WebQuests facilitates their learning. The interview with the instructor also reveals alignment with the students’ responses.

A Solution to Both Moral Education and Language Learning in International Education

Students in international education are required not only to master both second language and their major courses,but also sustain their moral development.Nevertheless,due to lack of time,these two goals can hardly be satisfied at the same time.This article aims to analyze the necessity and feasibility of instructing morals and second language simultaneously by designing moral-based tasks.An experiment on implementing task-based language learning with moral emphasis has been carried out in an international education class in China.The findings reveal that the majority of students admit that moral education is of great importance and using moral-based task to instruct morals is time saving and efficient,though the frequency of assigning tasks should be reduced.

From General Maritime English to Specific Maritime English-Some Thought on the Revision to the 2009 Edition of IMO Maritime English Model Course 3.17

This paper expresses some thought on the revision to the 2009 edition of IMO Maritime English Model Course 3.17. It starts with the changes and challenges that have occurred with the amendments of the STCW Convention at Manila, and goes on with the observations and considerations of the possible principles for the revision. The paper argues that since the requirements and recommendations set in the newly amended convention are more specific, the course should be revised accordingly in correspondence with the specific requirements set and the methodology of the instruction should be adjusted with orientation toward communication competence and specific tasks and duties of the seafarers in English.

On output in foreign language teaching and learning --A cognitive approach

The Comprehensible Output Hypothesis proposed by Swain claims that language producing practice can make learners change their current inter-language system, which is necessary for second language development. This paper, after summarizing the functions of output, interprets output from information processing aspect, and argues that output process can not promote inter-language development until special condition requirements are met. For pedagogical implication, task-based instruction is promoted in the final part.