A Study Of The Application Of Task-Based Language Teaching Approach In The Independent College English Teaching

Since the twenty-first century in China, Independent College Education (ICE) has been developing at a surprisingly fast rate, which is playing an increasingly crucial role in developing the Chinese students’education quality. Therefore, the present English teaching approaches in Independent College aren’t suitable for the society development and the teaching goal of training the students’general communicative and proficiency ability. In order to change the situation, more and more English experts and teachers are searching for new approaches, which are supposed to be useful for Independent College English Teaching (ICET).Since the year of 1980s, based on the research of second language acquisition, the Task-based Language Teaching (TBLT) becomes one of the most influential approaches, which is the latest development of communicative approach, and the most important achievement in the West. Combined with the modern language teaching methods, TBLT is based on traditional teaching approaches and theories, which make the students learn the foreign language through finishing a series of communication tasks. The essence of TBLT is:the teacher designs the task carefully, through taking part in it, students can learn, understand language in order to improve their language proficiency. In the May of 2001, the Chinese Ministry of Education compiled the new curriculum proposes the mode of TBLT. It proposes teachers should train the students’comprehensive language abilities during the teaching and the learning through participation, practice, experience, cooperation and communication. Obviously, TBLT has been recognized as an innovative way for the traditional education reform.Under these circumstances, the author conducted this experiment among 129 non-English-majors of Independent College students to explore the application of TBLT in Independent College, for the goal of finding out an effective and feasible approach, and then check out how to implement it properly to achieve best outcomes of developing the education quality in ICET. The teacher adopted the TBLT approach and the traditional Presentation Practice Production (PPP) approach respectively in the experimental group (EG) and control group (CG). She probes into two final English test scores and the students’attitudes towards English learning and teaching before and after the experiment. Justified from the outcomes, TBLT is much more beneficial in improving the learners’general English ability than the traditional teaching approach--PPP. What’s more, TBLT increases the learners’interests, enhances the learning autonomy and cultivates the learning strategies. The major findings may provide some enlightenment for Independent College English teachers:due to deep understanding and flexible practice of the TBLT theories, they should fulfill self-development.As for students, they should be active in engaging in class activities and throw away the habit of depending on teachers.Language teaching is a process of connecting both theoretical and practical work together. This thesis aims to prove the possibility of employing the TBLT into the English teaching in the classroom through putting the theory into practice. In the end, the author offers some advices for future research, hoping that TBLT could be further developed and achieve more in the future ICET in China.