Promoting Learners Autonomy Of Senior High School By Task-based Language Teaching Approach

In recent years, relationship between task-based teaching approach and autonomouslearning is one of the hottest studies on teaching. Some scholars consider that task-basedteaching approach can promote learners’ Autonomy. Now, task-based teaching approach hasbeen widely used in the daily English classroom teaching. In Chinese senior high schoolclassroom, task-based teaching approach is applied. The task-based teaching idea fits into theteaching thought student-centered. Students can bring up autonomous learning by completingtask in classroom and explore the proper learning method to improve their English score.Therefore, it is necessary to make study on the promoting learners autonomy of senior highschool by task-based language teaching approach owing to the closer relationship betweentask-based language teaching approach and autonomic learning.Based on the previous scholars’ study, this empirical study proves that task-basedteaching approach can promote English autonomous learning ability for senior high schoolstudents. The study takes50senior high school students in No.1High School of DalianDevelopment Area, the author’s internship unit as subjects. These subjects are divided intotwo classes, experimental class and control class. By English test and questionnaire onautonomous learning ability for senior high school students, the study collects data and resultsshows that the experimental class students improve their internal motivation, cognitive abilityand metacognitive ability and use of learning resources to some extent. The research resultproves that the task-based teaching approach can promote senior high school students’autonomous learning and be good for the promoting of autonomous learning ability.The study still has weakness owing to the limitations in study design and subjects and soon, which makes no great influence on the results of the study. It is hoped that this study canbe helpful for senior high school students’ English autonomous learning. Meanwhile, thefuture study should focus on the detailed implementation of the task-based teaching approachin the classroom of senior high schools to improve the effectiveness of task-based teachingapproach in promoting autonomous learning ability.This study includes six parts. The first part is introduction including the researchbackground and significance and the second part is about literature review which includes therelevant aboard and home studies on the same subjects and the third part is about thetheoretical base on task-based language teaching approach and autonomic learning. Then theweakness of the previous studies will be concluded. The chapter four is methodology, whichshows the research questions and procedures, method and instruments and so on. Then in thechapter five, the data analysis and results will be made on the base of questionnaires and tests.The last part is conclusion, in which the conclusion is made: the task-based teaching approach can promote high school students’ autonomous learning. In addition, major findings andimplications and limitations of the study are concluded.