The enlightenment it gives us is that we can design appropriate pre-reading tasks to help students build up absent schemata or activate schemata that they have already possessed.

This empirical study was designed to test and develop the involvement load hypoth- esis by examining the impact of three reading tasks on the L2 incidental vocabulary acquisition.

Based on the theory of learning strategy by O Malley & Chamot and analysis of the correlative data between the groups of students with different performance in English learning and the strategies they apply in reading for different tasks,the paper tries to explore the characteristics and differences in students choice of different strategies for different reading tasks and purposes a.

The data of the two reading tasks is collected by think-aloud method,retrospective method,questionnaire and interview.

Compared with free reading,mission reading has the characteristics of information absorbing high intensificational,structural,and procedural.

Three steps in teaching--pre-task,main task and subsequent evaluation--are followed in teaching to arouse students’ interest in studying English,increase their motivation in learning,so that learner autonomy is achieved.

Based upon a research into task-based input in English writing teaching by means of a survey on college students,the author discusses the importance of pre-tasks,and puts forward some suggestions in designing the pre-activities in task-based English writing teaching.

The article takes English reading as example, discussing what is task-based language teaching and an important role of the theory of task-based English teaching in the teaching of English reading.

The Use of Task-based Language Teaching in Vocational High School English Reading Class;