A Case Study On The Feasibility Of Tblt In The Present English Teaching Situation At A Secondary Vocational School

Language is now largely seen as a tool for communication and, therefore, peoplein a wide range learn it in order to achieve adequate communicative competence fortheir daily life and work. TBLT (task-based language teaching), the latestmethodological realization of CLT (communicative language teaching), is frequentlyregarded as an effective and superior teaching approach to meet people’ demand forthe acquisition of communicative competence. Teachers in a wide range of settingsare being told by curriculum leaders that this is how they should teach.The present situation of English classes can play an important role in theimplementation of TBLT. Therefore，there arises the need to gather the informationon the relationship between the characteristics of the much-appreciated TBLT and thepresent situation of English classes, especially where conditions are probably less thanideal, such as large class size，various language levels of the students, poorly trainedteachers in TBLT, teachers with inadequate language proifciency and with thetraditional teaching thoughts, insuiffcient teaching resources and so on.The purpose of this study is to ifnd out the feasibility of TBLT in secondaryvocational English classes based upon its present situation through conductingquestionnaires among the students and taking interviews with the teachers. Issues thatmight hinder the implementation of TBLT in our country would also be set forth, andsome suggestions accordingly would be put forward so as to have TBLT betterconducted in secondary vocational school English classes and the students’ Englishcommunicative competence, better and more eiffciently cultivated.Despite the fact that the study is a case study, the concerns described in it can beshared by teachers and researchers in all the English teaching class, instead of beingregarded as exclusive to it.