A Research On The Application Of Task-based Language Teaching In College English Reading Instruction

Reading plays an important role in college English teaching. However, the traditional teaching method is still widely used in college English reading class by English teachers. Teachers explain the text thoroughly in order to let students master a lot of knowledge. In classroom activities, the teacher is the main character while students are supporting roles which are in a passive state. Most trained students lack the awareness of active learning, improving English reading level slowly. So the topic is worth studying on how students become the protagonist in college English reading and learn activelyCollege English Curriculum Requirements states clearly:" The model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the central position of students and the leading role of teachers in the teaching and learning process"(2007:6). Among the teaching genres, the idea of Task-based Language Teaching embodies in focusing on language input and output and interaction both between teacher and students as well as among students. Teachers design teaching tasks, while students complete a variety of tasks through different contents to learn language knowledge by using. This model can give full play to the initiative of students learning English, stimulating students’ enthusiasm. Thus students learn the language by completing different tasks to get a sense of accomplishment. More importantly, Task-based Language Teaching (TBLT) can effectively improve their English reading level.The thesis is an empirical research on the application of TBLT in college English reading. The subjects of the research are100non-English majors in two parallel classes who are in their second semester of the first year in Northwest University for Nationalities. The author names A9as the experimental class (EC) and use TBLT, meanwhile A10as the control class (CC) applies the traditional teaching method. Each class has50students. The experiment starts from March6to June14in2012, which lasts16weeks. These two classes are taught by the author. The research methods are as follows:the pre-questionnaire (understanding the English reading situation between the experimental class and the control class); the pre-test for both classes; TBLT applied in EC and the traditional teaching method in CC; the post-test for both classes; the post-questionnaire and the random interview. Relevant experimental data are put into computer for statistical analysis by Excel2003and SPSS software. The experimental results show three research hypotheses are correct:(1) TBLT is better than the traditional teaching method to improve the English reading level of college students.(2) TBLT is better than the traditional teaching method to enhance college students’ autonomous learning ability.(3) TBLT can cultivate college students’ good learning habits and stimulate interest in learning.So the effect of TBLT in the teaching of English reading is significantly higher than that of the traditional teaching method. Certainly, this study also has some limitations and lack of resistance because of restrictions of teaching objects and the number of teaching experiments, it needs to be further improved in future teaching. In the mean time, the study can provide reference for the further practical research.