College English Based On The It Environment Under The Task-based Language Teaching

Task-Based Language Teaching (TBLT) is a second (foreign) language teaching with tasks as its core to plan, organize and perform the teaching process. Originated in 1980s, TBLT has been adopted by many countries. There are also abundant results have been reported in TBLT research. In general, task-based language learning's main focuses are: language learning relates to the framework of communication; the goal of study is the fulfillment of tasks; interacting with society is necessary in the process to complete tasks; a true task can not be separated from surroundings; the languages that learners may apply can not be foreseen because of the complexity and diversity of the surrounding environments. It is generally accepted that using language to finish tasks approach can improve language learning. To communicate by selecting the targeted language, we can express our complicated feelings and knowledge through speaking and writing, receive and process through listening and reading so as to achieve the best learning result.To meet the challenge of knowledge economy in the 21st century, the cornerstone of education reform is to merge education concepts with information technology. TBLT allows students to have more opportunities to use the studying language compared to traditional methods. TBLT is a true revolution or reform of traditional methods only if it is connected with modern technology, technology is medium, social activities are introduced to classrooms, and full connection with true world is realized through technology. This research is to try to find a new approach for college English teaching in Chinese universities as I analyzed TBLT theoretical basics, explored how to better apply TBLT to enhance teaching results with information technology. Of the six chapters in this article, chapter one is to analyze origin of TBLT and to study TBLT theoretical basics; chapter two is to research the specifics and procedures of TBLT; chapter three illustrates how to perform TBLT; chapter four is the teaching examples. I show the teaching experiments in chapter five and chapter six is the conclusion. Chapter three, four and five are the focuses of this article.