Application Of TBLT Into English Listening And Speaking Class Of High-graders In Primary School

Task-based Language Teaching appeared in1980s and is developedas a good way for second language acquisition. In China, the NewNational English Curriculum（2011）also promotes task-based languageteaching to help students gain a sense of achievement. But the author findmost teachers focus more on the language skills, instead of students’comprehensive language competence in everyday teaching. As aneffective method Task-based Language Teaching could help studentslearn and understand the language better. Now most of the researchesabout Task-based language teaching in English listening and speaking aremainly in middles schools and universities, few on primary schools.Based on this, the thesis presents a study to answer whetherTask-based Language Teaching has a positive effect on the high-graders’ability of listening and speaking in English in primary schools. Here arethe sub-questions:1. Can Task-based Language Teaching promote students’ Englishlistening and speaking?2. Is TBLT more effective to improve high-graders’ ability to listen andspeak English than the PPPApproach (Present, Practice, and Produce)?The author designed an eighteen-week experiment carried out in twoclasses in a primary school in Xicheng, Beijing. One class is the controlclass which was taught with the traditional method while the other is theexperimental class received the Task-based Language Teaching method oflearning. The data collection includes questionnaires, interviews, pre-testand post-test.After the analysis of the data collection, the experiment shows TBLTcan enhance students’ interest in learning English and improve their listening and speaking ability, compared with the traditional teachingmethod. All these indicate that the TBLT is efficient in improvingstudents’ listening and speaking achievements.