A Research On Improving English Listening And Speaking Ability Of Fifth-grade Students Through Task-based Language Teaching

Task-based Language Teaching appeared in1980s is one of the new trend ofCommunicative Language Teaching. In order to let students learn and use language,the New English Curriculum Standard advocates teachers use TBLT as soon aspossible to help students to learn English in the task performance. Nowadays inprimary schools in China, there are few applications have a systematic study of TBLT.Many exsit in middle schools or colleges.Whether Task-based Language Teaching has a positive effect on the fifth-gradestudent’s ability of listening and speaking in English, following are the sub-questions:1. Can Task-based language teaching motivate students to listen and speak English?2. Is TBLT more effective to improve Fifth-grade students’ ability of Englishlistening and speaking than Present, Practice, and Produce (PPP) approach?First the thesis gives an introduction to the background and significance, thestructure of TBLT. Then it serves an overview of previous studies on TBLT in Englishlistening and speaking class. As it following, it serves as a description of the research,includessubjects, hypothesis, research instruments, implementation of TBLT in Englishlistening and speaking class in primary school. Then it gives data analysis anddiscussion. At last it is the conclusion and limitation.The whole experiment lasted three months in a primary school in Sha PingbaDistrict, based on TBLT theory the research proposes some English listening andspeaking instructional methods. The data collection includes the following techniques:questionnaires, pre-test and post-test.The experimental class was taught with TBLTmethod of learning, in the addition, the control class was taught with PPP method.In the end the following is a summary of the study: Firstly, TBLT can promotestudents’ participation in English listening and speaking class, it can increasestudents’ interest in learning English. Students in the experimental class are moremotivated than those in the control class. Students’ attitudes toward TBLT are positive.In contrast with the traditional teaching methods, TBLT methods proves to be effective in improving students’ listening and speaking achievements.