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Introduction
Research into second language acquisition is a relatively new topic. In the past， teachers were dominant in the classrooms and responsible for transmitting knowledge， while students were known as “passive learners”. However， nowadays teachers are looking for ways to encourage students to be more active in discovering and learning knowledge by themselves， making the classrooms more student-centred rather than teacher-dominated， which might be more efficient for learners. Task-based teaching has been a popular approach for language teaching in modern second language acquisition. I’m interested in how task-based teaching approach plays a key role in SLA （Second Language Acquisition） and why it is different from the other common language-teaching practice. The following analysis is a brief summary of the previous studies on task-based teaching in second language acquisition.
Literature Review
Firstly， the concept “task” has been an essential and basic part in TBT， and even in syllabus plan. A large number of linguists have contributed a lot to defining the “task”. According to Willis （1996）， “‘tasks’ are always various activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome.”
Secondly， a number of researches have been done to compare the task-based teaching with the traditional PPP （Presentation， Practice
Research into second language acquisition is a relatively new topic. In the past， teachers were dominant in the classrooms and responsible for transmitting knowledge， while students were known as “passive learners”. However， nowadays teachers are looking for ways to encourage students to be more active in discovering and learning knowledge by themselves， making the classrooms more student-centred rather than teacher-dominated， which might be more efficient for learners. Task-based teaching has been a popular approach for language teaching in modern second language acquisition. I’m interested in how task-based teaching approach plays a key role in SLA （Second Language Acquisition） and why it is different from the other common language-teaching practice. The following analysis is a brief summary of the previous studies on task-based teaching in second language acquisition.
Literature Review
Firstly， the concept “task” has been an essential and basic part in TBT， and even in syllabus plan. A large number of linguists have contributed a lot to defining the “task”. According to Willis （1996）， “‘tasks’ are always various activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome.”
Secondly， a number of researches have been done to compare the task-based teaching with the traditional PPP （Presentation， Practice