The Application Of TBLT In Oral English Teaching In High School

With the increasing exchanges between China and international countries, theimportance of English is continuously improving. It will have a harmful influence on allaspects’ development of China if there is no outstanding oral English expression. So therequirements for people’s oral English ability are increasingly high. This trend requires highsocialization, efficiency, and information. To strengthen the oral English is more and moreconcerned by Chinese people. It is not only a requirement for the current quality of education,but also a reflection on the trend of foreign language teaching reform. Furthermore, it also canbe interpreted as a challenge for oral English teaching.However, for a long period of time, English teaching activities in China still detained bytraditional teaching models. In majority of English classes, teachers usually tend to ignorecultivating students’ communicative competence, thus their oral English skills are relativelyweak. The results can be summarized as follows: First, students’ English grammar andvocabulary is mastered solidly. However, it is difficult for students to express their own ideasin English in real life. Students’ listening and speaking abilities are far worse than reading andwriting abilities. In order to achieve the international standards, being able to make China geta better development, effective oral English teaching approach is essentially significant andnecessary.In order to solve this problem, this thesis has studied an effective oral English teachingapproach: Task-based Language Teaching. This approach gets rid of shortcomings oftraditional teaching approaches. Through loads of research, we learnt that TBLT can improvestudents’ oral English ability preferably. This thesis can be divided into six parts, and itconsists of introduction, four chapters of texts, and conclusion. The introduction presented current situation of oral English teaching in senior highschool. It can be primarily manifested in three aspects: First of all, teachers lack confidence intheir own oral English ability; second, students exist mental barriers on oral Englishexpression; third, oral English teaching approaches lag behind. Then this part introduces thesignificance of this thesis.Chapter one is literature review. At present, western oral English teaching approaches arecommunicative teaching approach, cooperative teaching approach, direct approach, andinquiry-based teaching approach, etc. This paper briefly introduces the first two teachingapproaches, respectively presents their characteristics and application in oral English teaching.At the same time, the author analyzes the limitations of first two approaches. In addition, thispaper also recommended some domestic oral English teaching approaches, such as “3P”traditional teaching approach, and situational teaching approach, then analyzes their effects onoral English teaching and shortcomings respectively. At last, the author explained the factorsof influencing oral English teaching.Chapter two is methodology of TBLT which applies in oral English teaching in senior highschool. In this section, the author respectively introduces theoretical foundation, relativestudies on TBLT at home and abroad, characteristics, and experimental procedure of TBLT.Then it bases on class experiment, taking class A and B (class A is experimental class. Class Bis control class), grade one students of Zhu Madian First Senior High School as experimentalobject, mainly adopting class test and questionnaire methods.Chapter three is experimental analysis before teachers adopting the TBLT in class.Before experiment, researchers did the first oral English test and some questionnaire on classA and B. The results shown that traditional oral English teaching model was“teacher-centered” so students’ learning enthusiasm was restricted and teachers got used to“cram” teaching model. Teachers spoke continually, and students just listened and took notes in the entire class. As time passes, students had no willing to speak actively, and teachers alsolost interests in preparing for class elaborately. It was harmful for improving students’ oralEnglish skills.Chapter four is experimental analysis after teachers adopting the TBLT in class. Class Aadopts the TBLT, but Class B adopts the traditional teaching model. After four monthsteaching, researchers did the second test and questionnaire respectively, and the results shownthat the average score of Class A was obviously higher than those of Class B. The results canbe summarized as follows:1. The TBLT is better than traditional teaching approach in improving students’ oralEnglish ability.2. The TBLT can improve students’ oral English ability from these several aspects asfollows:(1) The TBLT can arouse students’ learning interests, enhance students’ self-confidence,eliminate students’ emotional anxiety, and create a pleased and relaxing learning atmosphere.(2) The TBLT combines language knowledge learning with language ability training,thus it is more conductive to cultivate students’ comprehensive ability of language using.(3) The TBLT can promote students to get involved in class communicative activitiespositively, inspiring students’ imagination and creative thinking ability. And it also can helpstudents play a main role in class activities.(4) The TBLT sets a lot of group activities. In the process of activities, each student hastheir specific task. Therefore, it can concern everyone’s needs, making every student get agreat improvement.Based on the above analysis and discussion, the conclusion part pointed out that: theTBLT is better than the traditional teaching approach in improving students’ communicativecompetence. Meanwhile, conclusion part also indicated that the limitation of TBLT and also put forward solutions for the following researches as below:First, it should have a clear purpose, which means that teaching materials need serve forstudents’ language using. For example, these teaching materials can make students learn tosay business English, tourism English or teaching English, etc. Teachers should choosereasonable teaching materials according to actual situation. In other words, they are uselessmaterials if teaching materials cannot meet students’ language needsSecond, teaching materials should have a strong enjoyment. Interesting teachingmaterials will attract students’ attention, and stimulate students’ enthusiasm to learn positively,so much so that they will throw themselves into work actively.Third, the teaching materials should be consistent with students’ cognitive levels.Although high school students’ English language proficiency is not high, they are adults, andthey have high cognitive abilities. Hence the selected materials and teaching tasks’ chosen byteachers should be consistent with students’ cognitive levels. In summary, the use ofappropriate teaching materials allows students to be more active and take the initiative toimplement class activities.