A Survey Of The Application Of Task-based Approach In Oral English Teaching In Senior High School

Task-based Approach (TBA) is a language learning method prevailing all over the world.This method emerged in the1980s. Task-based Approach stresses that students serve as themain body in the process of teaching and learning. It emphasizes the leading principle of“learning by doing”. By accomplishing various kinds of tasks designed by teachers, studentscould achieve the goal of mastering various language skills. Task-based Approach shatters thetraditional3P teaching model (Presentation, Practice, Production), changes the situation ofoveremphasizing the imparting of grammar and vocabulary knowledge. It provides amazingexperiences of acquiring English language knowledge, which makes students feel thatlanguage learning is a natural acquisition process without any painful experience. During theprocess of fulfilling a large variety of tasks, English learners could derive languageknowledge more efficiently and enhance the ability of learning and problem-solving, whichplays a significant role in the all-around development of students. The Ministry of NationalEducation promulgated new “English curriculum standards” in2011, and advocatesTask-based Approach. It contributes to improving the students’ integrated language skills. Italso helps to break the stereotype of traditional teaching methods. Task-based Approach alsoencourages students to cooperate with each other through communicative activities.Oral English is considered one of the most important language skills for languagelearners. However, for a long time, English speaking teaching in senior high school has beenneglected for a few reasons. Teaching oral English more effectively has become a major arealeft to explore. In recent years, there has been a trend of implementing Task-based Approachin language teaching class. With the popularization of this method, more and more scholarsand researchers realized that in the process of teaching and learning of English speaking,Task-based Approach is of great significance. Throughout the motivating language learningmissions, students have no choice but to open up their mouths and speak English as well ascomplete the tasks by using English, which alters the old-fashioned learning situation ofreceiving knowledge passively. Therefore, Task-based Approach plays a decisive role in theoral English teaching in senior high school and promotes students’ all-round development oflanguage competence. Task-based Approach is an advanced and efficient method of teachingand learning oral English. It puts the students in the first place and their ability of oralcommunication can be improved through this scientific method. As to Task-based Approach, a great many experts and scholars have carried out plenty ofstudies. They have made detailed discussion about the concept, principles and models ofTask-based Approach. However, the authentic application of this method, especially in theoral teaching section, was not fully covered and deeply analyzed. Accordingly, based on thereal teaching and learning situation of oral English in senior high school, the authorinvestigated the current situation of the implementation of Task-based Approach in oralEnglish teaching in senior high school. The present survey discussed a series of problemsshown in oral teaching and in the implementation of task-based approach in senior highschool and presented some practical suggestions. This dissertation mainly expounds theinvestigation of the application of Task-based Approach in oral English teaching in seniorhigh school in five aspects. The first part is introduction. It mainly introduces Task-basedApproach and the present problems of oral English teaching and learning in senior highschool. The second part is literature review, which explicates the relevant abroad anddomestic studies of Task-based Approach and oral language teaching. The third part of thepaper mainly bears on the theoretical principles of Task-based Approach, which includesHumanism Learning Theory, Constructivism Learning Theory and Social ConstructivismLearning Theory. It furnishes the concept of Task-based Approach with rationale. The fourthpart is research design. This dissertation mainly uses questionnaires and interviews to achievethe research objects. The respondents of the present research are from Qingdao No.19SeniorHigh School. The author investigates the academic quality of teachers, teachers’ acceptanceand utilization of Task-based Approach and their views of evaluation mechanisms. In terms ofthe students, the author investigates the students’ present learning situation, oral Englishlearning condition, their learning autonomy and their attitude towards task-based approach inoral English learning. The results of the investigation reveals that under the pressure of theNational Entrance Exams, teachers in senior high school bears great burden of escorting thestudents into college, so the regular English teaching mostly focuses on basic language points,such as vocabulary and grammar. Students and teachers spend lots of time and efforts onreading and writing; however, using traditional teaching and learning approach achieved little.Throughout the survey, the author finds that teachers do not understand Task-based Approachcompletely. To some extent, they do not accept this methodology. On the contrary, studentsadvocate this method, even under the enormous strain of other subjects. They have a great thirst for interesting class activities, and they expect to improve English language skillsthrough fulfilling various tasks. In the last part, based on the results of the investigation andinterview, the author makes the following suggestions: Firstly, teachers should change theteaching thoughts and attitudes and try to understand Task-based Approach comprehensivelyand correctly. Secondly, teachers’ traditional role of “controller” and “dominator” should bechanged. Class teaching and learning should be students-oriented while teachers serve as“instructor” and “organizer”. Thirdly, teachers should enhance their self-cultivation andteaching ability. Last but not least, our country should provide rich teaching materials andcolorful resources to help improve the present education situation. Also, the educationaldepartment should make reasonable policies and improve evaluation systems to providestrong institutional guarantee for the smooth application of Task-based Approach. Hopefully,students could benefit from the innovation of the teaching method.