1 Introduction

Discussed the historical background, theoretical basis, and current application status of task driven teaching method in China. Task driven teaching method originated from John Dewey's "learning by doing" concept, officially proposed by Prabhu in the late 1980s, emphasizing that teaching task design should revolve around specific goals and be closely integrated with teaching content to stimulate students' learning motivation. In recent years, the Chinese linguistic community has conducted extensive research on task driven teaching methods, mainly focusing on the impact of factors such as teacher roles, process design, task design, and textbook construction on teaching effectiveness. However, existing research has mostly focused on classroom operations, with insufficient attention to the learner subject and a lack of research from the learner's perspective.

2 Research Design

Introduced the research design, including model validation methods, sample selection and teaching experiments, variable measurement and data collection. The study used SPSS 26.0 and PROCESS plugin to test the theoretical model, and tested hypotheses through correlation analysis and PROCESS Bootstrap method. The sample consists of 208 first-year non English major students from a "Double First Class" university in China, and a two-week teaching experiment was conducted. The experiment adopted the output oriented approach (POA) and designed five teaching processes: goal design tasks, curriculum value introduction, driving, facilitating, and evaluation. The scale is adapted from mature scales at home and abroad, designed using the Likert five level scale, including achievement goal oriented scale, task driven perception scale, and curriculum value perception scale, all of which have good reliability and validity. After the teaching experiment, anonymous electronic scales were distributed and collected, and 208 valid data were obtained, with a validity rate of 94.44%.

3 Research Results

The research results show that there is a positive correlation between motivational traits and task driven perception, with the strongest correlation observed in the Wukong type and the weakest in the Sand Monk type. The perception of course value is significantly positively correlated with task driven perception. Achievement goal orientation has a direct positive impact on task driven perception, with Wukong type having the highest and Sha Monk type having the lowest. The perception of curriculum value has a moderating effect on task driven perception of three types of motivational traits, with the Sand Monk type having the greatest impact and the Wukong type having the least.

4 Discussion

The predictive power of achievement goal orientation on task driven perception was discussed, and it was found that all three motivational traits positively predicted task driven perception, with Wukong type being the highest, Bajie type being in the middle, and Sandmonk type being the lowest. Differences in motivational traits lead to differences in initiative among foreign language learners in areas such as self-directed learning, academic seeking, and learning engagement. The achievement goal theory explains the differences in task driven perception among different motivational subjects. The Eight Precepts and Sand Monk types hold a fixed view of abilities and are result oriented, while the Wukong type holds a view of ability development and uses themselves as a reference standard. Teachers should design teaching tasks based on motivational behavior patterns to stimulate the learning ability and potential of different types of learners.

5 Conclusion

This chapter is based on the achievement goal theory and constructs a model of the interaction between motivational internal factors and situational external factors on task driven perception. Research has found that learners with different motivational traits have different task driven perceptions in foreign language task contexts, with the Wukong type being the highest, the Bajie type being in the middle, and the Sand Monk type being the weakest. The improvement of course value perception can enhance the task driven perception level of the three parties, with the sand monk type being the most affected. The study confirms the theoretical correlation between task driven perception and motivational traits, providing theoretical references and practical insights for optimizing task driven teaching. In the future, more contextual factors can be further explored, combined with qualitative and quantitative methods, to provide more in-depth explanations for the academic community.