Abstract: Learner autonomy and the task-based language teaching (TBLT) are two important research areas in the language teaching, and in recent years much attention has been given to the development of both in theory and practice. Learner autonomy is not only beneficial to improve the academic performance of students in school, but also essential to their life-long learning and development. TBLT puts the basic concepts of language application into specific classroom instruction. In the process of executing different tasks, students can learn how to adjust their learning goals and learning behaviors so that their autonomous awareness can be cultivated in this process. The author finds that learner autonomy and TBLT have much in common. For example, both are “student-centered” and teachers have become the organizer and facilitator. And their teaching modes are also quite similar.                       
Combining the concepts of the two research areas, based on the teaching model of Jane Willis, it is found that the task-based language teaching can enhance students’ learner autonomy by showing a detailed example. Besides, it can change the situation that the students do not have a strong learning motivation, lack learning strategies and learner autonomy.
Key Words: task; task-based language teaching; learner autonomy

摘要：在语言教学中，自主学习和任务型教学法是两大重要的研究领域，近年来它们在理论和实践中的发展受到了越来越多的关注。自主学习不仅有利于提高学生在校的学业成绩，并且对其终身学习和发展也是必不可少的。任务型教学法强调“在做中学”，把语言应用的基本理念转化为具体的课堂实践。在完成任务的过程中，学习者将学会如何调整任务和其自身的学习方式，并且在此过程中他们的自主学习意识将会得到提高。目标笔者发现自主学习和任务型教学在教学理念上有共同之处，两者都强调“以学生为中心”，教师则成为学习的组织者、帮助者和促进者，并且二者在教学模式上也颇为相似。
结合着两大研究领域，笔者以一具体实例，参照Willis的任务型教学模型发现任务型教学法能够有效地提高学生的自主学习能力。此外，通过任务型教学法改变学生学习动机不强，学习方法匮乏，自主学习能力差的现状。
关键词：任务；任务型教学法；自主学习

In recent years, the concept of learner autonomy has become an important element in the language teaching because it can promote learners’ motivation and cultivate learners’ independence, thus improving the students’ abilities. However, in the traditional English language teaching，learners view the teacher as the source of knowledge and the authority of education. They think this is a quick way to obtain knowledge and rely on them all the time. The teacher just feed them with facts and rules to deal with examinations. Gradually, it will lead to the learners’ dependence on the teacher, and their motivation of learning is just to pass the exams.