1   Introduction

1.1   Background of the Research
After  the  Olympic  Games  were  held  successfully  in  Beijing,  Chinese  people have a top passion for sports and pay more attention to the sports than anytime in the history.  Chinese  sports  have  a  more  important  position  in  the  world  than  before,  so sports play a more important role in China. Based on the statistics of Chinese General Sports Administration of 2009, more sports events are held in China. Each year, about 100  world  sports  games  are  held  in  China,  such  as  the  Olympic  Games,  the  Asia Games,  World  University  Games,  and  NBA  and  so  on.  One  of  the  most  obvious characteristic of these games is that English is the working language throughout these sports events. This situation promotes the need of persons who can translate for sports. Besides, these persons are also needed by sports foreign affairs. Sports foreign affairs refer to the job about contact and communicate with foreign countries on sports. If the workers  haven’t  a  good  language  basis  and  can’t  speak  English  fluently,  then  the meanings  can’t  be  delivered  exactly.  Then,  it  will  be  difficult  to  contact  and communicate with foreign countries further and our country can’t develop with other countries  on  sports  together.  This  not  only  influences  sports  career,  but  also  our country’s world position and some other factors. However, so far, the persons who can speak  English  well  and  understand  the  sports  knowledge  at  the  same  time  are  not enough. So, these persons should be fostered immediately for our country. All of these need one kind of the person, interpreters for sports English. In China, the unique place which trains these translators is the Sports English major in college.  
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1.2   Significance of the Research
The  study  on  the  application  of  Task-based  teaching  approach  is  meaningful. Firstly,  although  there  are  many  studies  about  task-based  teaching  approach,  few  of them are done on sports English major students. So, this study will be hoped to make a little contribution to increase some studies on sports English. Second, according to the analysis of relationship between task-based teaching approach and learning effect, the  results  will  offer  some  suggestions  for  sports  English  major  teachers  to  change their  teaching  method.  Thirdly,  if  the  task-based  teaching  approach  is  illustrated effective for sports English major students, then it is helpful for the teachers of sports English  majors  who  feel  interested  in  this  method.  It  will  improve  sports  English major students’ learning effect. Finally, the development of sports industry needs the sports English major students, so the improvement of the learning effect is helpful to the development of sports career and sports industry. 
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2   Literature Review

This  chapter  will  review  task-based  teaching  approach,  including  some  ideas about task and task-based teaching approach, some theories about task-based teaching approach,  and  the  study  situation  about  task-based  teaching  approach  at  home  and abroad.   

2.1   The Overview of Task
The essential factor of task-based teaching approach is task. So, it is necessary to clarify some ideas about task before the introduction of task-based teaching approach.Task  refers  to  all  kinds  of  things  in  peoples’  work,  life  and  study  in  normal meaning.  The  word  of  task  is  also  a  terminology  which  is  widely  used  in  foreign language teaching. Different researchers have different understanding for task. In  a  broad  sense,  the  task  can  be  regarded  some  activities  in  daily  life.  Long (1985:89) gave the definition of task from the angel of non-linguistic. He defined the task as a job that people do for themselves or others, freely or for some rewards, that is  all  kinds  of  things  in  daily  life  and  work.  Such  as  washing  clothes,  doing housework,  buying  necessary  things  in  supermarket,  finishing  homework,  going abroad for business affairs.  Based on Long’s definition, task means various things that people do in everyday life. These tasks just mean things to be finished in real or social life, and they don’t have a directly relationship with classroom activities, which suggest that the purpose of  language  learning  and  teaching  is  to  foster  learners’  language  competence  and direct them to communicate with others by using target language. 
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2.2   The Overview of Task-based Language Teaching
In  this  part,  some  important  ideas  of  task-based  teaching  approach  will  be reviewed,  including  the  definitions,  the  principles  and  implementation  model  of task-based teaching approach.Task-based teaching approach is a new teaching idea which was proposed based on  a  large  amount  of  studies  and  practices.  It  is  also  a  new  development  form  of communicative  teaching  idea  which  regards  task  as  the  center  and  made  language learners  to  organize  and  carry  out  second  language  by  finishing  the  task  which  was designed  before  at  the  right  time  so  as  to  achieve  the  goal  of  learning  and  using. According  to  task-based  teaching  approach,  the  relative  ideas  of  language  use  was applied  to  specific  implementation  process  so  that  the  theory  and  practice  could  be combined  together.  This  teaching  method  has  the  characteristics  of  actualization  of language teaching and socialization of classroom. 
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3   Methodology ....... 31 
3.1   Research Design .......... 31
3.2   The Implementation Procedures of the Research ......... 33 
3.3   A Teaching Sample ...... 34 
3.4   Data Collection ..... 36 
4   Results and Discussions .......... 38 
4.1   Results of Research ..... 38 
4.1.1   Results of Test ....... 38 
4.1.2   Results of Questionnaires .......... 40 
4.1.3   Results of Observation ........ 43 
4.2   Discussion and Analysis of the Research ....... 44 
4.2.1   Discussion and Analysis of the Tests ....... 44 
4.2.2   Discussion and Analysis of the Questionnaires ..... 44 
4.2.3   Discussion and Analysis of the Observation .......... 46 
5   Conclusion .......... 48 
5.1   Major Findings of the Research ....... 49 
5.2   Implications of the Research ..... 49 
5.3   Limitations of the Research ....... 51 
5.4   Suggestions for Future Research ...... 52 

4   Results and Discussions 

This chapter will describes the results got from the empirical studies and discuss the results in detail clearly. 

4.1   Results of Research 

4.1.1   Results of Test 

(1)Pre-test:  the  pre-test  was  intended  to  get  to  know  the  overall  proficiency  of Sports English of EC and CC before the whole experiment was carried out. From  the  below  tables,  we  can  see  the  overall  proficiency  of  these  two  classes clearly  and  the  condition  of  each  part  in  the  pre-test.  Table  4.1  demonstrates  the results  of  the  two  classes’  overall  Sports  English  proficiency  refers  to  students' numbers, average means, standard deviations (S.D.), values of T and P. While Table 4.2 demonstrate the details of statistics in each section of the pre-test. We  can  see  from  Table  4.1,  students’  mean  scores  of  Sports  English  are  64.85 and  64.54.  Based  on  this  result,  we  can  see  that  there  are  no  significant  differences between the experimental class and the control class in terms of their proficiency.  

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Conclusion 

Firstly,  the  major  findings  of  the  whole  research  and  then  conclusion  of  the practical  implications  for  EFL  would  be  discussed  at  this  chapter.  At  last,  some research limitations and suggestions of the research for the future will be described.Through a semester’s empirical study, the researcher applied the model of TBLT to  sports  English  class,  the  conclusions  of  some  major  findings  can  be  described  as followings: 1. The model of TBLT is effective on stimulating students’ interest and fostering their motivation about sports English learning. It provides lots of chances to complete tasks which is the same with the ones in reality, which can stimulate students’ interest to  learn  by  doing  things.  We  all  know  that  interest  plays  an  important  role  for language study, while TBLT is just an effective method to achieve this objective. 2 The students have a positive attitude to task-based language teaching approach. In the class of TBLT, they are confident and enthusiastic to learn sports English, they would like to take part in activities and show themselves active. They will to do their best  to  complete  a  task  successfully.  Besides,  they  are  more  active  for  their self-learning  and  develop  better  learning  strategies  and  study  habits  under  the instruction of TBLT. 3. The TBLT model was proved an effective and more appropriate way to apply in sports English class and can improve students’ learning result and comprehensive language  competence,  especially  at  the  aspect  of  reading  and  writing  skills.  As  the researcher mentioned above, in EC, the teacher supplied a lot of chances for students to complete tasks related to the topic in each unit, which not only could make students familiar with the text well, but also improved their basic language skills. 
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