On Intermediate Task-based Approach In English Classes

Task-based language teaching (TBLT) has been widely debated and studied in the field of the second language acquisition and the teaching English as a foreign language (TEFL) research. Many researches have proved that it is a creative and effective teaching approach. Generally speaking, there are three specific approaches under TBLT, including structure-oriented, communication-oriented and intermediate approach. According to the relevant literary review at home and abroad and New National Standard for English Curriculum, the author holds that intermediate task-based language teaching approach is comparatively a most practical and effective teaching method for the TEFL in the Chinese middle school since it emphasizes the importance of the simultaneous teaching of language forms and language meaning, and pays attention to the systematic teaching arrangement and the fluency and accuracy of the language in the learning activities. Hence, it will contribute much to developing the students' ability to use the target language effectively, correctly and appropriately and help the students to form positive affection in their language learning.In fact, quite a few English teachers in the middle should are not well acquainted with the intermediate task-based language teaching. Therefore, the author devotes much of the paper to elaborate the intermediate task-based language teaching through the introduction of the relevant literature, the studies of the experimental data and the design of questionnaires with a view to helping more and more English teachers learn much in this field and integrate the approach into their teaching practice.The focus of this thesis is on the implementation of the intermediate task-based language teaching in the middle school classroom. It is through the introduction of task designing, research of the teaching cases and experiments, and the analysis and discussion of the relevant data, the author attempts to enlighten English teachers and hopes the research will contribute to increasing the efficiency of TEFL in the middle school. The results of one-year experiment and relevant investigation by the author have adequately proved the author's hypothesis that intermediate task-based language teaching has positive effects on the students' achievements and the efficiency of the classroom teaching in the middle school.