What Is So Good About Task-Based Language Teaching In Junior English Teaching?

The study of "Task-based Language Teaching (TBLT)" has a history of over twenty years. In the early 1980's, Prabhu, from the perspective of teaching, put forward the theory of task-based language teaching. Then, researchers began to study this theory from different angles, involving task definition, criteria for task selection, sequencing of tasks, the pattern for task-based language teaching, emotion and task, cognition and task, communication and task. So to speak, the study of task-based language teaching has reached a mature period. The harmony and conflict of the varied viewpoints and visions enable us to understand and reflect the essences of task-based language teaching thoroughly. At present, researchers abroad tend to study task-based language teaching from a socio-cultural perspective, which opens an area of inquiry full of hope and challenge in the study of task-based language teaching.In our country, the study of task-based language teaching is only in the initial stage. In 2001, "The English Curriculum" issued by the Ministry of Education formally put forward the theory of task-based language teaching, which brought about the reforming wave of studying task-based language teaching. Some Chinese researchers began to introduce the task-based language teaching approach from abroad, and some teachers began to use them in the classrooms of our country. But in view of the situation as a whole, the study of task-based language teaching still remains in the stage of introductions. It is difficult for the teachers to appreciate the basic concept of task-based language teaching and its operation procedures from those limited explanations. Many English teachers still do not have enough knowledge about this teaching approach and aren't sure how to operate it. This paper focused on these questions and discusses how to operate the approach to the teaching of junior English.The writer of this thesis thinks it quite necessary to do some researches on the application of TBLT to English teaching at elementary schools in China. In view of the problems mentioned above, some strategies are put forward in my thesis, such as the transition of the teachers' teaching ideas, the construction of the English teaching materials, the development of the English teachers' special capabilities, the building of the evaluation system of reflecting the students' dynamic learning process, and the construction of the models of TBLT with China's characteristics. The writer discussed the problems in classroom which found out through practical research and observation and found that the TBLT approach is suitable for junior English teaching in China. It enhanced the students' interest and fostered their learning motivation and improved the students' competence of English application.