TASK-BASED LANGUAGE TEACHING FOR UNIVERSITY STUDENTS: FRAMEWORKS, ESP INTEGRATION, AND PRACTICAL APPLICATIONS

This article examines the theoretical foundations and practical application of Task-Based Language Teaching (TBLT) for university students, specifically focusing on English for Specific Purposes (ESP) within non-philological higher education settings such as agricultural universities. While traditional grammar-translation and lecture-based methods often fail to equip students with functional professional communication skills, TBLT provides a dynamic, student-centered alternative. By focusing on meaningful, goal-oriented tasks that mirror real-world academic and professional scenarios, TBLT bridges the gap between passive language knowledge and active communicative competence. This paper outlines the key challenges of implementing TBLT in higher education, proposes a concrete agricultural ESP task model based on Jane Willis’s three-stage framework, and discusses integrated assessment strategies. Ultimately, the paper argues that TBLT is essential for preparing modern university graduates to successfully operate in globalized scientific and professional spheres.本文探讨了面向大学生的任务型语言教学（Task-Based Language Teaching, TBLT）的理论基础与实践应用，重点聚焦于农业大学等非语言类高等教育场景中的专门用途英语（English for Specific Purposes, ESP）教学。传统的语法翻译法与讲授式教学往往难以让学生掌握实用的专业沟通技能，而任务型语言教学则提供了一种动态的、以学生为中心的替代方案。通过聚焦贴合真实学术与职业场景的有意义、目标导向型任务，任务型语言教学能够弥合被动语言知识与主动交际能力之间的鸿沟。本文梳理了高等教育领域推行任务型语言教学所面临的核心挑战，基于简·威利斯（Jane Willis）的三阶段教学框架提出了一款具体的农业类专门用途英语任务模型，并探讨了一体化评估策略。最终，本文论证了任务型语言教学对于培养能够在全球化科技与职业领域顺利履职的现代大学毕业生而言至关重要。