An Empirical Study Of Task-based Language Teaching Of English Grammar In Senior High School

Grammar teaching is an important part in high school English education. How to teach grammar, how to adjust the relation between grammar teaching and English communicative ability as well as accuracy of language are the issues that the researchers are concerned all the time. The new English curriculum criteria for high schools(2003) clearly advocated task-based language teaching( TBLT) which make students achieve goals and feel the success through perception, experience, practice and participation and so on under the guidance of their teacher. Students adjust learning strategies and emotion to cultivate their positive learning attitude and promote the improvement of communicative abilities. The thesis combine high school grammar teaching with TBLT, which compared with traditional teaching methods, TBLT can make students learn grammatical rules in tasks. The success or failure of application of TBLT depends on the convertion of teachers’ thoughts and their mature teaching technology. This study aims to verify the effectiveness of the application of TBLT in senior high school.Three research methods, interview, questionnaires, tests are asopted in this thesis. Two classes are chosen as samples. One experimental class and one controlled class are involved in this three months study. Pre-test and post-test, interviews, two questionnaires were used in the process of the experiment. After one-semester experiment, the grammatical ability of the students in the experimental class improved much better compared with the students in the control class. That is to say, students grammatical ability is improved after several months’ task-based language teaching method. Students’ attitudes towards grammar learning are also increasing. Some suggestions for TBLT in Senior high school English grammar teaching are proposed.