Thestudyofeffectiveimplementationof Task-based Language Teaching In Senior English Classroom

At the present time, the new curriculum reform is being conducted in full swing in China. Meanwhile, Shandong Province, one of the first experimental provinces, advocates the full implementation of quality education. In the May of 2001, the Chinese Ministry of Education formulated New English Curriculum Standards, which clearly sets the general objective for senior English curriculum—furthering students'explicit understanding of their learning aim, developing their autonomous and cooperative learning skills, training effective learning strategies and all in all, cultivating their comprehensive language abilities. To achieve the aim, the use of Task-based Language Teaching (TBLT) is highly advocated by New English Curriculum Standards, so the adoption of TBLT in senior schools is absolutely a matter of great significance. TBLT, growing out of Communicative Language Teaching (CLT), advocates that students should communicate through interaction in the target language in authentic contexts to learn language knowledge system by doing tasks closely related to real world and ultimately improve their language proficiency. Therefore, TBLT is of great significance in changing the traditional"low-efficient"English classes by injecting much-needed vitality into them. However, as a matter of fact, the current implementation of TBLT in senior English classes is far from satisfactory due to many existing problems in preventing it from effective use. Accordingly, it is a big issue worth considering how to implement TBLT effectively by exploring the new TBLT mode in the light of the Chinese educational situation. And this paper is aimed at gaining some knowledge of the actual application of TBLT in senior English classroom teaching and maximizing the effectiveness of TBLT implementation in English classes by combining communicative tasks with Constructivism Theory.The paper consists of four chapters structurally.In the first chapter, researches related to TBLT overseas and at home are introduced. And Chapter two mainly looks at the detailed theoretical framework of TBLT covering the definitions, components and types of task, the features of a good learning task, the features and principles of TBLT, roles of teachers and students and the representative models by Willis and Skehan. Besides, relevant theories like CLT and Constructivism are dealt with briefly so as to give theoretical support to a practical teaching model 7P method. Chapter three is the kernel of the paper, which deals with the experimental implementation of TBLT in a senior middle school with the help of research instruments like test and questionnaire. The experiment involves design, procedures, model illustration and examples, data collection and detailed analyses. With the help of the questionnaires to 40 teachers, the author deepens the understanding of the present teaching situation and some obstacles in preventing the effective implementation of TBLT. Based on the quantitative and qualitative data analysis of the test results and questionnaires, a conclusion can be made that compared to the traditional 3P model , the effective use of TBLT represented by 7P model can be achieved in terms of developing the students'learning interests, confidence ,learning strategies, and their comprehensive English proficiency. Meanwhile, more brief discussions are listed concerning the advantages, problems and suggestions in implementing TBLT from the questionnaires to both teachers and students. Chapter four, based on the relevant researches and theoretical issues of TBLT in the first two chapters and the empirical study in Chapter three, summarizes the major findings in implementing TBLT and above all, the author draws some pedagogical implications from the feedback of the questionnaires to both students and teachers so as to put TBLT to full and effective use. They are to strengthen teachers'theoretical guidance, to design tasks effectively, to apply group work appropriately, to employ multi-media properly and adapt teaching materials flexibly and to adopt different teaching methods selectively.To conclude, there is no end to the exploration of implementing TBLT effectively in English classroom teaching. More joint efforts should be made by all the Chinese teachers to perfecting the effective implementation of TBLT with the expectation of improving senior English classroom teaching effectiveness.