An Emprical Study Of Task-based Language Teaching

Task-based Language Teaching (for short TBLT) puts stress on language learners’learning "by doing". Plenty of current researches focus on the theoretical exploration of TBLT, or the way to do TBLT in a grade or on a subject. Seldom are there studies on how to increase the efficiency of TBLT for English. Based on the domestic and overseas research on task-based language teaching and combined with the theoretical knowledge of pragmatic principles, the thesis proposes the hypothesis—applying the pragmatic principles into guiding English teachers in task-based language teaching. The research aims at helping English teachers conduct TBLT and English learners acquire English more efficiently.In order to verify the hypothesis, the research is conducted by two English teachers for a term, one of whom has knowledge while the other doesn’t have. At last, through the results analysis of the designed questionnaire from students, it is found that pragmatic principles do have guiding significance for English Teachers in the stages of pre-task and task cycle in TBLT, but not function so well in the stage of language focus. As for the former, the Practical English Test for Colleges (PRETCO) results can prove it; as for the latter, in the interview with the partner teacher, the partner told that it is a teacher’s responsibility to review knowledge. Then it can be concluded that pragmatic principles can make English teachers in TBLT different, but not in every phase.The thesis can be totally divided into six chapters. ChapterⅠbriefly introduces reasons as well as frame and significance of the research. ChapterⅡpresents an extensive review of previous studies at home and abroad of Task-based Language Teaching. It includes its definition, features and models. ChapterⅢintroduces a theoretical framework of pragmatic principles. It will include the theoretical background of the cooperative principle, politeness principle, etc. Then the author will introduce how to act correctly in Task-based Language Teaching under the guidance of pragmatic principles. ChapterⅣis about the research methodology, containing the research questions and methods. ChapterⅤis the core chapter. There would be a questionnaire result analysis from students, which requires the students to evaluate teachers with or without using pragmatic principles, and the analysis of the interview as well as the results of PRETCO (Practical English Test for Colleges). ChapterⅥis the conclusion of the whole thesis, including, implications for teaching and the limitations of the research.