A Report On The Implementation Of TBLT In Suzhou Senior High School English Teaching

According to The New English Curriculum Standards made by the Ministry of Education in china in the year of 2001, the mode of Task-based Language Teaching and the learning by means of experience, practice, participation, communication and cooperation has been highly proposed. As one of the most popular language teaching approaches in the world nowadays, Task-based learning (TBL) has been adopted by Chinese scholars who made great efforts applying this approach into ELT. Teachers have been using tasks for hundreds of years. However, lots of difficulties and hindrance have been found in TBLT implementation in middle schools, especially in the senior high schools.As the implementation of TBLT in high school met lots of problems and difficulties, this thesis intends to investigate the current situation of how TBLT is carried out in senior high schools and make further suggestions.This study conducts a preliminary investigation into TBLT implementation in senior high schools in Suzhou by investigating English teachers. In order to conduct the investigation, the author chooses three senior high schools in Suzhou, namely Suzhou NO.1 Middle School, The Middle School Affiliated to Soochow University, Suzhou NO.14 Middle School (Tian Jiabing Middle School); the sample is 35 English teachers from the three schools; after the data has been collected through investigation, interviews and classroom observation, the findings and suggestions are put forward.Through the investigation, the author finds that several factors would affect or restrict the implementation of TBLT in senior high schools. After presenting teachers'general information, the author notices that most teachers are well-educated while their quality and attitudes towards TBLT vary a lot. Besides, though the effect of TBLT implementation is positive in oral English, arousing students'learning interest as well as written English, factors as conditionality of current assessment system and shortage of teaching resources are still restricting its application in EFL classrooms.Finally, the findings of this study show that most teachers have realized the positive influences of TBLT; however, it is not easy to put theories into practice. Thus, the author suggests two possible ways for those teachers to better themselves to meet the high request of TBLT implementation. One is adapting to the new teaching model and the teaching environment, and the other is self-accessing. Besides the suggestions for teachers, the author also provides several critical advices for schools and education departments. Among them, training teachers, cultivating their quality and constructing rational assessment system are the most important.