Task-Based Approach in Language Teaching

During recent years,some notions about tasks have been considered as the major part of analysis in different teaching approaches and teachers are being more interested in the use of taskbased approach both in foreign and in second language teaching.The main goal of this article is to introduce and discuss some major principles of task-based language teaching and indicates how teachers can apply them in their curriculum.

Task-Based Approach在高职英语专业《综合英语》中的应用

Task-Based Approach(TBA:任务型教学法)不仅有利于提高学生综合运用英语的能力,而且有助于培养学生的自主学习意识与合作精神.本文介绍了任务型语言教学法运用于高职英语专业《综合英语》教学的实施原则和教学模式.

On the Effects of Applying Task-based Approach to Business Oral English Teaching in Higher Vocational College

A teaching experiment was conducted to investigate the feasibility and effectiveness of applying of Task-based approach(TBA) to business oral English teaching in higher vocational college.Instruments are tests and questionnaire for the experimental participants.Based on the data analysis,it can be concluded that TBA proves to be more effective especially compared with PPP approach.

Application of Task-based Approach in English Reading Classes in Senior Middle School

The traditional teaching approach is teacher-oriented,giving priority to grammar and lexical usage and neglecting the development of students’linguistic ability.The task-based approach is based on tasks and its prominent feature is"learning by doing and learning by using".By accomplishing tasks in target language,students can obtain linguistic knowledge and improve linguistic ability.This thesis is based on task-based approach,referring to English compulsory textbooks in senior middle school,exploring the application of task-based approach in intensive reading classes and providing case studies.

On the Application of Task-Based Approach to Junior Middle School English Reading Teaching

In order to alter the reality of reading teaching, arouse students' reading interest and to improve their reading competence, the author conducted an empirical research on the application of Task-Based Approach to junior middle school English reading teaching. The research aims to encourage students to take an active part in class, stimulate their reading interest, and to improve their reading competence by students' complement of reading tasks; furthermore, it probes into the difficulties about the application of Task-Based Approach to practical teaching so that it can provide reference for teachers' improvement of teaching methods.

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.

Consideration on Vocational Students' Participation in Class:With Special Reference to Task-based Approach and Traditional Method

This paper covers an experimental study on vocational students' participation in the class under task-based approach and traditional grammar-translation teaching method.As vocational colleges in China have developed rapidly,teachers are still exploring and experimenting with different teaching approaches in order to find the suitable one(s).Using the theory of task-based approach,the grammartranslation method,the author conducts an experiment by recording.The following key issue has been addressed and some conclusive results have been made.The paper intends to find an answer to the following question:Under which teaching approach can students participate in the class more actively? Based on the above research work,the following result has been reached:Task-based approach can promote students' mastering of vocabulary and grammar,and students participate in the class more actively.The author would like to share her experiences with others in pedagogical studies of teaching vocational college students English.

On the Application of Task-based Approach in English Listening Teaching at Middle Schools

In order to command a foreign language, it requires a balanced development in listening, speaking, reading and writing,which are four essential skills of language competence. Listening is not only a vital approach to acquire language, but also an important way to communicate with others in our daily life. The Task-based Approach(TBA) focuses on the specific task, which is the learning motivation. The process of finishing the task is the process of learning. The teaching result is judged by the task performed or not. This research discusses the application of TBA in English Listening Teaching at Middle Schools in order to improve the students listening ability. In the first part, the author introduces the background and significance of the research. In the second part, it states the definition of listening comprehension, the characteristics of listening process, three models of listening processing. In the third part, it introduces the definition of Task, characteristics of task, and the principles of designing a task. Finally, it introduces the Task-based Approach. In the fourth part, discusses the current situation of English teaching at middle school,and the elaboration on the task-based model of English listening teaching. All in all, the research is to make the audience to understand the application of Task-based Approach in English listening teaching at middle schools so as to improve the students' English listening ability.

Application of Task-based Approach to Teaching of English Listening

Task-based teaching and learning is becoming more and more popular in teaching area now,and the aim of task is to create a real purpose for language use and provide a natural context for language study.This article introduces what a task-based teaching approach really is;its nature,task-designing principles and teaching procedures.By introducing task design before-listening,while-listening and after-listening,the paper also analyzes how to inspire and assist student and cultivate their listening comprehension ability and language production.

Teaching Effectiveness of Integrating Task-based Approach into Inorganic and Analytical Chemistry Course

From the perspective of students,the effectiveness of task-based approach in In-organic and Analytical Chemistry course were summarized.The strength and weak points of TBA were analyzed,and the specific suggestions for obtaining better effect were put forward.The result showed a satisfactory achievement and unexpected result in showing the effectiveness of this teaching model.Not only could this TBA enhance student's overall knowledge of discipline but also cultivate students' multi-dimensional competence:competence in searching literatures, communication and management,autonomous,co-operative and reflective learning,and competence in analyzing and problem-solving,as well as improving their language expression ability,and skills in using multi-media and internet technology into their academic course learning and research.The implication of this research on the classroom teaching practice will shed light on the future teaching reform of other courses in China.

The Application of Task-based Approach in Listening Teaching -- Based on Yinghua High School

在语言学习过程中，听是巩固语言知识，提高语言能力的一种重要手段。然而，大学英语听力一直都是大学英语教学中的薄弱环节。针对这些问题，本文以英华附高学生为例，进行一项关于《任务型教学法在高中英语听力课程中的应用》的调查，通过问卷，进一步探寻目前我国高中英语听力教学中存在的问题，并通过任务型教学法在高中英语听力课堂中的应用研究，证实了在高中英语听力课程中，合理地运用任务型教学法有助于提高学生的英语听力水平。最后，本文就任务型教学法在听力教学中的具体实施做了尝试性的论述。

On the Application of Task-based Language Teaching Approach to English Phonetic Teaching

Task-based language teaching approach(TBLTA), which lays stress on "learning by doing", gained increasing popularity in English teaching in recent years. The design of phonetic teaching calls for more emphasis from English educators since it is one of the basic rounds of English teaching. This paper made a trial on the utilization of TBLTA in the English phonetic teaching context and designed a TBLTA model for English phonetic teaching based on discussions about model and merits of TBLTA.

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.

Application of Task-based Teaching Approach to Business Oral English Teaching

Task-based teaching approach(TBTA) is widely accepted and plays a more important role in foreign language teach ing.This paper is aimed at analyzing specific task design and the application of task-based teaching approach to business oral Eng lish teaching.It briefly introduces what the task-based teaching approach is and Willis'model for TBTA.Based on this model,it probes deeply into the teaching tasks design and teaching procedures.By applying the task-based teaching approach in business oral English teaching,teachers can assign students various tasks in the class to not only arose students'interest in English but also develop their communicative competence of business English.

Which approach of total hip arthroplasty is the best efficacy and least complication?

BACKGROUND Total hip arthroplasty is as an effective intervention to relieve pain and improve hip function.Approaches of the hip have been exhaustively explored about pros and cons.The efficacy and the complications of hip approaches remains inconclusive.This study conducted an umbrella review to systematically appraise previous meta-analysis(MAs)including conventional posterior approach(PA),and minimally invasive surgeries as the lateral approach(LA),direct anterior approach(DAA),2-incisions method,mini-lateral approach and the newest technique direct superior approach(DSA)or supercapsular percutaneouslyassisted total hip(SuperPath).AIM To compare the efficacy and complications of hip approaches that have been published in all MAs and randomized controlled trials(RCTs).METHODS MAs were identified from MEDLINE and Scopus from inception until 2023.RCTs were then updated from the latest MA to September 2023.This study included studies which compared hip approaches and reported at least one outcome such as Harris Hip Score(HHS),dislocation,intra-operative fracture,wound compliData were independently selected,extracted and assessed by two reviewers.Network MA and cluster rank and surface under the cumulative ranking curve(SUCRA)were estimated for treatment efficacy and safety.RESULTS Finally,twenty-eight MAs(40 RCTs),and 13 RCTs were retrieved.In total 47 RCTs were included for reanalysis.The results of corrected covered area showed high degree(13.80%).Among 47 RCTs,most of the studies were low risk of bias in part of random process and outcome reporting,while other domains were medium to high risk of bias.DAA significantly provided higher HHS at three months than PA[pooled unstandardized mean difference(USMD):3.49,95%confidence interval(CI):0.98,6.00 with SUCRA:85.9],followed by DSA/SuperPath(USMD:1.57,95%CI:-1.55,4.69 with SUCRA:57.6).All approaches had indifferent dislocation and intraoperative fracture rates.SUCRA comparing early functional outcome and composite complications(dislocation,intra-operative fracture,wound complication,and nerve injury)found DAA was the best approach followed by DSA/SuperPath.CONCLUSION DSA/SuperPath had better earlier functional outcome than PA,but still could not overcome the result of DAA.This technique might be the other preferred option with acceptable complications.

Task-based Language Teaching in the Chinese Classroom

This article discusses Task-based Language Teaching(TBLT)implemented in the Chinese classroom.TBLT involves a three-phase pedagogical sequence,including pre-task,on-task,and post-task.Different task-based learning activities are designed to promote learners’language acquisition through the performance of tasks.Learners are engaged in interactive and collaborative communication to accomplish meaningful and relevant real life tasks.This article explores the application of one TBLT unit in Chinese for learners’language development in terms of both fluency and accuracy.

Minimalistic approach to left atrial appendage occlusion guided by cardiac computed tomography angiography

OBJECTIVE To assess the feasibility and safety of the minimalistic approach to left atrial appendage occlusion(LAAO) guided by cardiac computed tomography angiography(CCTA).METHODS Ninety consecutive patients who underwent LAAO, with or without CCTA-guided, were matched(1:2). Each step of the LAAO procedure in the computed tomography(CT) guidance group(CT group) was directed by preprocedural CT planning. In the control group, LAAO was performed using the standard method. All patients were followed up for 12 months, and device surveillance was conducted using CCTA.RESULTS A total of 90 patients were included in the analysis, with 30 patients in the CT group and 60 matched patients in the control group. All patients were successfully implanted with Watchman devices. The mean ages for the CT group and the control group were 70.0 ± 9.4 years and 68.4 ± 11.9 years(P = 0.52), respectively. The procedure duration(45.6 ± 10.7 min vs. 58.8 ± 13.0 min,P < 0.001) and hospital stay(7.5 ± 2.4 day vs. 9.6 ± 2.8 day, P = 0.001) in the CT group was significantly shorter compared to the control group. However, the total radiation dose was higher in the CT group compared to the control group(904.9 ± 348.0 m Gy vs.711.9 ± 211.2 m Gy, P = 0.002). There were no significant differences in periprocedural pericardial effusion(3.3% vs. 6.3%, P = 0.8) between the two groups. The rate of postprocedural adverse events(13.3% vs. 18.3%, P = 0.55) were comparable between both groups at 12 months follow-up.CONCLUSIONS CCTA is capable of detailed LAAO procedure planning. Minimalistic LAAO with preprocedural CCTA planning was feasible and safe, with shortened procedure time and acceptable increased radiation and contras consumption. For patients with contraindications to general anesthesia and/or transesophageal echocardiography, this promising method may be an alternative to conventional LAAO.

Debate on direct-anterior vs posterior approach for hip hemiarthroplasty:The authors’insights

We read and discussed the study entitled“Complication rates after direct anterior vs posterior approach for Hip Hemiarthroplasty in elderly individuals with femoral neck fractures”with great interest.The authors have done justice to the topic of comparison of anterior and posterior surgical approaches for bipolar hemiarthroplasty which has been an everlasting debate in the existing literature.However,there are certain aspects of this study that need clarification from the authors.