Study Of Task-based English Teaching In Junior High School

Nowadays science, technology and social economy have greatly developed in the whole world. People around the world communicate more and more. English has gradually become the world language. However, although English has been taught as a compulsory subject in high school for a long time, the efficiency of English teaching can not satisfy the learners even the teachers. The linguistic competence which is viewed as the most important part and the final objective of language teaching and learning can not be achieved effectively. So the reform in the teaching method of English is enthusiastically carried out in the field of education. Task-based Language Teaching has been widely accepted and advocated among researchers and teachers. It is urgent for teachers to have a deep and comprehensive understanding about the essence of TBLT and its teaching model of operation. This thesis mainly attempts to make an action research into application of TBET in Junior High School.The purposes of this study are 1) to do an action research on the model of Task-based English Teaching in Junior High School. 2) to test whether the approach of TBET is more effective than the other traditional teaching method. (five-step teaching method).There are eight parts in this thesis.The first part is a general introduction, which states the present educational situation of English teaching in China, the purposes and significance of this study and the arrangement of this thesis.The second part is the literature review. The relevant theories underlying TBLT are introduced. And the origin and development of TBLT are traced back to.The third part introduces the theories of TBLT and task first. And then the significance of advocating TBET in Junior High School in China is elaborated.The fourth part deals with the design of this study which is the main part of this thesis. Based on the theory of TBLT and the previous researches that have done by a lot of teaching practitioners both abroad and in China, the author of this thesis puts the method of TBLT into practice creatively. The school in which the experiment iscarried out is an ordinary school, so the author expects to see the effectiveness of TBET on the ordinary students in Junior School. Students of two classes in Grade Seven are chosen as the subjects. During the process of the experiment, the work below was done among the subjects. First, at the beginning of the experiment, a questionnaire survey was made in the two classes to gather the information of the students' attitudes towards English course and their learning styles. And the pre-test was given to the students in the two classes, too, in order to collect the information of the subjects' English language level. Secondly, in the control class the traditional method (five-step teaching method) is still used. In the experimental class TBET was applied, the model of task-based classroom was designed, the project-based home task and task-based assessment are adopted. Finally, at the end of the experiment the questionnaire which contains the same information as the one employed in the pre-investigation was used to collect the data of subjects' reflection to English learning after being taught by using different teaching methods.In the fifth part, the relevant data are collected and analyzed.In the sixth part, the limitation of the study is posed.The seventh part comes up with the conclusion which is made on the basis of findings of experiment and data analysis. It is found out that TBET has caused the experimental students' intrinsic changes of learning styles and strategies and TBET is really more effective than the other traditional teaching method.In the eighth part, some pedagogical implications and suggestions for further research which are practical and beneficial to language learning in TBET are put forward.