【正文】 st on cognitive object will promote learners who bring new information of acquisition into original cognition structure, and make the original cognition structure extend or adjust.Fifth, the relevance principle of classroom language learning and extracurricular language useTBLT noticed the disconnected question between traditional language teaching and social practice, and tried to overe it. “It aims to actualize language teaching and socialize the classroom” (Xia Jimei and Kong Xianfeng,1998). In TBLT, reality and similar to the task in our life were also the standard of choose “task”. They can ensure that most students feel interesting, valuable and motivated. The students will also strive to learn and get pleasure and fulfillment through the task.To sum up, five principles followed by TBLT reveal the essential characteristics of TBLT, reflect the transformation of foreign language teaching goal and function, and embody the reform trend of foreign language teaching from care about how to teach to care about how to learn, from teachercentered to studentcentered, from focus on language itself to focus on language acquisition. The Current Study on TBLT at Home and Abroad The Current Study on TBLT Abroad At abroad, TBLT was first applied into practice by Prahhu (), who was a linguist and came from India. From 1979 to 1983 for five consecutive years, he did a municative teaching reform experiment and took English as a second language in the elementary school, Bagalore, southern India. Prahhu personally guided this experiment and taught in the elementary school. This experiment emphasized “l(fā)earning by doing, adopted taskbased syllabus, and organized the classroom teaching with the help of activities which was presented to students with the form of “task”. Prahhu thought: “when students focus on task rather than the language they are using, it can make their learning more efficient.” As a pioneer of taskbased learning, Prahhu made an attempt to foreign language teaching, and also laid a good foundation for the later taskbased learning and research in teaching. The earliest taskbased teaching method was applied into English listening teaching by Ur (1984). She placed the task on listening practice and did useful tentative research, who thought that it can achieve the best teaching results if we took the task for the center in the listening practice. This research showed us, if students with tasks in the listening practice, they will not only finish the tasks and realize the authenticity of listening but also get better effect of listening prehension. Ur (1984) also offered four types of listening tasks to real munication service, such as not answer in listening tasks, a brief answer in listening tasks, a longer answer in listening tasks and discuss on the basis of listening in listening tasks, etc. In addition, she also listed the dozens of specific listening tasks, such as the practice of audiovisual bination, listen to the recording and plete the chart, English listening material on entertainment, the appreciation of film and TV program, etc. Later, Underwood (1989) on the basis of Ur put forward 19 types of listening tasks, which were classified and various. Some of them were authentic tasks, and some of them were learning tasks. Scrivener (2002) briefly referred to the teaching principles and skills of taskbased listening teaching, and pointed out that it must be bine the listening tasks with students39。 real life. When we designed the listening teaching plans, it was not to consider excessively whether the listening materials suited for students, but to regard more about whether the teaching tasks suited for the ability of students39。 listening prehension。 the design of the tasks must have appropriate difficulty, which made the students be able to plete better with hard work but it should be within the students’ ability.The experts of listening teaching research involved in a variety of listening tasks in their teaching materials and papers. For example, according to the levels of difficulty of tasks, Nunan (2004) designed seven levels of listening activities, which helped us grasp the students’ current listening prehension ability as well as the goal to achieve, and clarified the cognition to the listening tasks. Therefore, it was beneficial reference to this research. The Current Study on TBLT at Home In our country, the research of TBLT is in its startup stage. At the earliest, TBLT was introduced into Hong Kong. In 1996, the education bureau in Hong Kong piled “English teaching outline in the primary and secondary school”, which regarded the taskbased teaching approach as one of the leading. In bination with the practical situation of foreign languages teaching in our country, some linguists and teachers also made correlative research about taskbased teaching. Some taskbased listening teaching research as follows:“Listeners’ FunctionResponse Analysis and its Significance in TBLI”(1999) was written by Jia Zhigao, this paper draw support from research achievements related to listening prehension on the basis of task in the literature, and approached TBLI from the standpoint of listeners’ functionresponse, thus injecting new vitality into TBLI。 “TaskBased Language Teaching” (2003) was written by Gong YaFu and Luo ShaoQian, this book carried out a detailed description on pupils’ TBLI activities。 “Taskbased Teaching Research in Foreign Language”(2003) was written by Wei YongHong, this doctoral thesis discussed the essence and practice of TBLT from the standpoint of cognitive psychology。 “The Impact of TaskBased Teaching Approach in English Listening Teaching”(2003) was written by Xu WeiFang, this thesis investigated the implementation condition of TBLT in higher vocational listening teaching?！癟he Application of TBLT to English Listening Teaching in Junior Middle School”(2006) was written by Wang WenRong, who was graduated from Shandong normal uni