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Task-based language teaching approach were introduced to China since the 1990s, it received attention from domestic and foreign language scholars in teaching research field. For example, the real task of English teaching theory proposed by Lu Ziwen hold that English teachers should use the real teaching material in classroom, design the real learning task and use the real task (6). And Wei Yonghong studied task-based language teaching from the perspective of cognitive psychology (124). Gong Yafu argued that the task should be pided into broad sense and narrow sense (167). There are many English teachers have also discussed how to apply TBLT to spoken and written in the specific teaching. But in general, the application of TBLT in China at present is still in the theoretical analysis and practice exploration stage, and various problems also appear in the application process. Therefore, the current research on task based teaching method is not mature, and it still needs further study (Li 31).
Task-Based language teaching (TBLT) is much more popular in China and abroad, for it has many advantages. We know that the experts, scholars at home and abroad studied the task-based teaching method through a large number of articles, and expound the concrete teaching process and significance of task-based teaching method, which provides a great help for English teachers to apply the task based teaching method. However, each coin has its two sides. As a kind of foreign teaching mode, the development of TBLT in foreign countries is quite different from its development in China because of different cultural background, social situation and regional surroundings, etc. This leads to many problems in the teaching practice in China. Therefore if we can find out these problems and put forward the corresponding countermeasure, it will provide the practical guiding significance for our teaching activities.