Task-based language teaching demonstrates a number of advantages for enhancing language learning. Firstly, it provides an interactive learning environment to promote interactive language learning and the opportunity for authentic use of the target language. The authentic material will sustain interest, increase enjoyment and build confidence. Secondly, this teaching approach ensures the learner-centeredness. The teacher can design teaching tasks and get students involved in the learning activities. Thirdly, in the course of accomplishing assigned tasks by the teacher, students need to cooperate or discuss with each other by communicating frequently, so learning now becomes more active and activities become more communicative. What's more, TBLT combines input and output properly. Different linguistic features and the integration of the four English skills are much more easily acquired by learning by doing.

As for its limitations, one thing need to be noticed is that it is hard to design or select proper tasks, especially for different classes. For example, how to choose a task may include the degree of the task complexity, the arrangement of the task, etc. Another problem for practicing TBLT is the size of the class. The final goal of TBLT is that students can master knowledge and skills by accomplishing tasks. The size of the class can directly influence the outcome of TBLT because the teacher needs to make sure that students not only finish tasks but know when and how to use expressions that they have learned at class. But it seems that in our country, it is universal that a class consists of too many students. Last but not least, assessment of TBLT can be difficult. It is impossible to set up absolutely proper criteria, so it is a tough work to evaluate students' performance.