A Study Of The Application Of Task-based Approach In English Vocabulary Teaching In Senior High School

Vocabulary teaching is an essential part of foreign language teaching. And, the effective vocabulary teaching facilities the completion of the teaching aims. In senior high school, however, there exist problems in vocabulary teaching since conventional teaching methods are adopted. For example, there are many teachers explaining new words isolated so that students take notes passively and remember them mechanically and there are few chances for the students to use new learnt voc; pulary efficiently in classroom so that students cannot digest and absorb them through class listening, speaking, reading and writing activities, and the teachers pay more attention to dictionary meaning of words and neglect the cultural meaning of them in conventional vocabulary teaching so that students cannot understand and use vocabulary correctly. All these reasons influence the students’ English learning interest and confidence and make the English teaching unsatisfactory. So, there is important practical significance for us to research English vocabulary teaching in senior high school.The Division of the Ministry of National Education issued New English Curriculum Standard in2011, which advocates the task-based approach. Task-based approach is a language teaching method generated in the1980s, which advocates "learning by doing" and "students-centered" teaching idea. The teaching process of task-based teaching class is the process of task performing, and students grasp and develop the language knowledge and language using ability in the process of task performing. And, it contributes to the implementation of advanced teaching idea of New Curriculum Standards and improvement of students’integrated language skills. Moreover, it helps teachers to overcome the disadvantage of traditional teaching method and to avoid the separation of language knowledge learning and real life in the process of language teaching. As to task-based approach, there are many experts and scholars who have made a lot of theory explorations. However, the application research of this teaching method in class teaching was not fully and deeply analyzed and discussed, and it becomes a hot research topic not only to the experts and scholars but to the frontline teachers as well. This paper is under the guidance of humanistic learning theory, constructivism theory and social constructivism learning theory, we try to make the further research of the application of task-based approach in vocabulary teaching in senior high school. We find that it can improve students’vocabulary learning and using abilities by using task-based approach in vocabulary teaching in senior high school, and it can help students to promote them to use vocabulary accurately, fluently and abundantly in English speaking or writing. Moreover, it can improve the students’vocabulary learning interest by task-based approach. There is practical teaching experiment and comparative analysis to be made on the basis of theoretical research, we make contrastive teaching experiment between two classes. In class1, we teach vocabulary by task-based approach and we teach them by ordinary approach in another class. And then, we have test on the new learnt vocabulary in two classes. At last, we analyze the results of the test. Through this analysis we find that it is more effective for us to teach vocabulary by using task-based approach in senior high school.This paper includes seven chapters. Chapter one discusses the research object, research background and research significance. Chapter two is about the literature review on task-based approach and the application of task based approach in vocabulary teaching at home and abroad. Chapter three is about the theoretical basis of task-based approach. Chapter four is about the feasibility of the application of task-based approach in vocabulary teaching in senior high school and their concrete application strategies. Chapter five is about the designing of concrete process of teaching experiment on the basis of the theoretical analysis in chapter4. Chapter six is about the comparative teaching experiment and the analysis of experiment results, which further proves the positive role of the application of task-based approach in vocabulary teaching in senior high school. And, chapter seven discusses the findings and limitations of this research.