CAJ | 학술논문

The task-based approach has been gaining more and more popularity in recent years. Unlike the traditional language teaching approach, which puts much emphasis on the teaching and learning of language forms and skills, it regards the language process as one of learning through doing, emphasizes the central role of meaning in language use and insists that students should learn more effectively if they are fully engaged in a language task. However, due to the lack of an appropriate language environ-ment and limited time for English study, Chinese students may not make as much progress as expected in the unconscious inter-nalization of authentic language by focusing primarily on meaning. In fact the meaning of a language can not be separated from its form. The accurate expression of meaning depends on the proper use of language form. Therefore, in the application of the task-based approach, we should not neglect the study of language form. This paper analyses the causes for Chinese students ’low spo-ken English proficiency, describes the theoretical foundation and actual practice of the task-based approach, discusses its implica-tions for teaching oral English and makes some proposals for its appropriate application.