A Case Study Of The Application Of Task-Based Language Teaching In English Grammar Teaching In Senior High School

The thesis details a case study of two grammar teaching lessons in senior grade one, which aims to find out whether Task-Based Language Teaching (TBLT) is more effective than the traditional Grammar Translation Method (GTM) in English grammar teaching.The subjects are two parallel classes of grade one in a senior high school in Tianjin. The author used two different teaching methods to design two teaching plans based on the same teaching content, which is adapted from Module Two, Student’s Book Two, New Standard English for Tianjin. The control class accepted the GTM-oriented grammar lesson while the experimental class had the TBLT-oriented lesson. After the lessons, the students from the classes were asked to finish a grammar knowledge test on the teaching content and a questionnaire to investigate how well they could master the grammar knowledge after the lessons and their attitude to grammar teaching. The results of the test and the questionnaire were analyzed with SPSS17.0to testify the teaching effects of TBLT and GTM.The data have revealed that the students of the experimental class performed better in the test than the control class generally, which indicates that TBLT is more effective than GTM in English grammar teaching. Though, the experimental class performed less advanced than the control class when the questions involved some points that should be remembered mechanically.As for the students’ attitude to grammar teaching, the answers of the questionnaires have shown that the students in the experimental class thought the lesson was interesting and had drew their attention to the class. On the contrast, the students from the control class did not think they would learn grammar better in such lessons with GTM.Although the conclusion is that TBLT is more effective than GTM in English grammar teaching, there are still some deficiencies existing in the process of the study. Since the study is only a case study, the findings of the study can merely be a reference for future empirical study in this field and a direction for English teachers to improve grammar teaching.