On The Application Of The Task-based Learning Model In The Teaching Of Senior English For China

The final purpose of the English language teaching is for communication. The task-based language teaching is designing a task during which to finish the language is acquired. The task-based language teaching breaks the traditional model, which is a split between grammar teaching and practical use, between language forms and meanings. The task-based language teaching pays attention to students' cultivation of the ability and strategy in carrying out the task, in taking part in and exchanging activities. The task-based language teaching initiates students' deciding on the teaching content, trying to make their input the main teaching materials and the centre of the whole study. By making full use of the students' own knowledge and experience, the teaching content will be made more practical and the students will be more deeply influenced by the effective study. The aim of the task-based language teaching is no longer mechanical language drills but cultivation of the practical language using ability, which requires the teachers to change in educational ideas and teaching acts and to be, in the task-based classroom teaching, the students' facilitators, organizers, designers, instructors, monitors, prompters, participants and assessors. With the task-based language teaching theory as a guide, teachers of English should make a continuous research and practice into the task-based teaching approach in the middle schools and primary schools and cultivate the language abilities in using English comprehensively in the development of the modern society.This dissertation is mainly divided into five chapters. First comes the preface introducing the background, studied argument and the organization of the dissertation. Chapter One is a presentation of the background and the theoretical basis of the task-based language teaching. Chapter Two expounds its characteristics and superiority, covering the definition of the 'task', the characteristics, structures, types and principles for designing teaching tasks. The important parts are Chapter Three and Chapter Four. Chapter Three concretely introduces the model of the task-based language teaching. Chapter Four deals with how to conduct the task-based language teaching in the Senior English classroom, combining some examples in Senior English for China. Chapter Five presents the problems which are confronted with the task-based language teaching, fromangles of the roles of the teachers and the requirements of the students. The conclusion sums up some of my thoughts on the task-based language teaching, which will be the direction of my research in the future.It is hoped that this dissertation will be a reference for the later researchers, and will be beneficial to English teaching in the middle schools and primary schools, especially in senior high schools.