Application Of TBL To The Teaching Oflistening In Junior High School Classrooms

Abstract：Listening is very important in our daily life, for it plays a significant rolein our daily communication. Without the input from listening, any communicationcannot begin. Therefore, listening is the fundamental factor for the informationexchange with others. However, at present the teaching way of listening, which mostteacher are taking is still traditional, and is just the tape-playing way. The only thing thestudents have to do is to answer the questions after listening to the tape, which has notbeen proper for the listening teaching now. So a new learning way is necessary for thelistening teaching now.Task-Based Learning （TBL） method started from1980s, and it has been appliedto many countries in the world. TBL could be regarded as the latest knowledge from thelanguage teaching expert and the students. TBL is widely used all over the world. Inaddition, one of the characteristic of TBL is that it is based upon the well-designed tasksin the classroom, and the key point of TBL is “to learn from task”. Although somestudies and implementation of TBL exist abroad, however, little work has beenconducted in junior high schools in China.This study is a tentative research about the listening teaching with Task-BasedLearning （TBL） in a junior high school in China. In the first chapter, it started withthe introduction of the theoretical bases of TBL, including Long’s interactionhypothesis, Swain’s output hypothesis, Willis’s framework and so on. Then in thesecond chapter, it indicates the general situation of English teaching in junior highschools in China, the role of listening in English teaching is introduced, and the presentproblems of the listening in English teaching is also introduced. The third chapter is thekey part of this study, an experiment on listening teaching is well-designed to evaluatethe effectiveness of the TBL teaching method in one junior high school in China. Theconclusions are shown as follows:Firstly, Although TBL is not completely new concept, it has been proved to be useful and effective to improve the language abilities of the students than the traditionalone. In recent years, TBL has been applied to the English teaching in junior highschools in China, and some students have benefited from this effective teaching tool.Secondly, based on the application of TBL, it shows that the interests of learning can befacilitated in the listening processes, and students can improve their listening ability inthe tasks unconsciously. Thirdly, the students in CG and EG have similar learninginterest and both think teachers’ teaching is important at the beginning of the GradeEight. The mean of EG is126.75with the SD of5.77, and the mean of CG is125.15with the SD of5.43, and there is no differences between EG and CG. Fourthly, at theend of the application of TBL, the data shows that students in EG love learning Englishbetter than before. And students can concentrate on something and follow theinstruction of the teacher easily. Besides, the students understand what people said intapes and have a desire to speak. On the other hand, students from CG have less interestin learning English and they feel bored when they are learning English. To sum up,there is significant difference between CG and EG in listening comprehension at the endof the experiment. Fifthly, the main advantages of TBL are that the language is appliedfor a well-designed objective towards real communication in real life. In addition,during the stages where the students are preparing their communication materials for thetasks, they are asked to take the language form into consideration generally, rather asingle form. Finally, there is no way or method that is completely perfect in the world.Accordingly, some suggestion are presented finally including dividing students into smallgroups, applying the oral and listening test throughout the whole teaching process, sharingwhat they have learned by the students, using the multi-media classroom and so on.