The Case Studies Of The Application Of Task-based Language Taeching In Junior High Schools

Task-based language teaching is of great importance in English teaching. This thesis has summarized both external and internal theoretical study of task-based language teaching to make relevant theories clear. Meanwhile, the internal coherence of task-basked teaching with'The criteria of English curriculum'is also discussed. In addition, this thesis introduces the principles, characteristics, procedures and assessment of task-based language teaching as well as different kinds of tasks and task design. In these ways, a theory frame of task-based language teaching has been set up。On the basis of task-based language teaching theory, this thesis studies 38 cases of typical task-based English lessons. These case studies are based on different kinds of English lessons, which focus on developing students'different abilities. That is, the speaking lesson, the speaking and listening lesson as well as the reading lesson. Through careful class teaching observation, some general characters of the application of task-based language teaching have been discovered. Besides, some questionnaires and interviews have also been used to find out more reliable first-hand information.By analyzing all the information, this thesis concludes that task-based teaching has not been applied equally in different kinds of English lessons and there are great differences between the post-task cycle used in present teaching and that proposed by the task-based language teaching theorists. What's more, different types of tasks have not been made full use of in English teaching. Therefore, several task-based suggestions are made to improve the post-task cycle, the use of different types of tasks, the teaching of grammar and the teaching of writing.