Research Into Task-based Language Teaching In EFL Classroom Under The New English Curriculum Standards

The Ministry of Education in china established the New English Curriculum Standard in the year of 2001, and then six provinces implemented the English reform in succession in 2004. Liaoning province also entered this reform in 2006. The new English Curriculum Standard for high schools proposed the mode of Task-based Language Teaching and the learning by means of experience, practice, participation, communication and cooperation. As one of the most popular language teaching approaches in the world nowadays, TBLT has been widely advocated to improve the English teaching in China. A variety of textbooks are compiled according to the Task-based Language Teaching principles.This relatively new teaching methodology, evolved from Communicative Language Teaching (CLT), emphasizes"learning by doing"and provides learners with opportunities to make language in the classroom meaningful. The primary focus of classroom activity is the task, serving the means of facilitating the development of learners'communicative ability through the processes in which language is used as the tool to complete the task. Some specialists, scholars, and teachers have already carried out many researches on the basic problems theoretically and practically. Some research on the nature, the feasibility and factors that affect the application of the approach has been done.However, at present, some teachers, especially some teachers in senior middle school in China cannot have a complete and right understanding of this teaching method. Therefore, the author of this thesis reckons that it is necessary to elaborate on Task-based Language Teaching to make sure that more English teachers know that TBLT is efficient and practical in English class, and it can enhance students'learning interest and improve their integrated ability of using English. The current thesis tries to get the approval by means of carrying out the experiments in Dalian No.24 Senior Middle School, with two classes (experimental class and controlled class) in Grade Two in the first term of academic year 2006-2007. At the beginning of the experiment, the students in the experimental class and controlled class were required to take part in the pre-test. The results of the pre-test were collected and recorded for later analysis. At the end of the experiment, all the subjects in the two classes took the post-test and the results were collected and recorded for later analysis. The results of the questionnaires and the classroom experiment indicate that the students show greater interest in English class than before, and TBLT is practical and effective.