An Application Of TBLT To The Teaching Of English Grammar In Junior High School

English grammar learning is cons istently a controversial topic in English language teaching. Depending o n the variety of teachers, students, teaching materials and teaching environment, there are num erous ways for g rammar teaching. W hat the problems that grammar teaching is facing at the moment is not only a problem of what to be taught, but also how it can be taugh t. The trad itional teacher-centered classroom activities are tedious and vapid, with m inor active communications betw een students and teachers. For the reasons mentioned above, the New Curriculum Standard suggests English teacher to apply th e task-based language teaching ap proach, which emphasize on th e development of communicative competence, also the purpose of learning knowledge could be fulfilled by th e accomplishment of tasks.Task-based language teaching approach, stre ssing on “learning by doing” and “using in doing”, is based on the theory of constructivism and the theory of meaningful learning. This thesis has done a general in troduction to the task-based la nguage teaching approach and English grammar teaching, it also analyses th e current research status on task-based language teaching both from overseas and at hom e. By analyzing the relatio nship between tasks, language learning, difficulties of tasks and the pr inciples in designing tasks, five types of tasks has been proposed. In the meantim e, the empirical study of the author works as an illustration. This paper is based up on the appl ication framework of task-based language teaching approach proposed by W illis, it also designs a teach ing model for an English grammar class and introduce the way to apply this model onto English gramm ar teaching. Finally, this paper also explores the ef fectiveness of task-based language teaching approach by comparison with the traditional PPP approach, the experiment results is also presented in this paper. By conducting the em pirical study, the feasibility of task-based language teaching is proved by the satisfactory experim ent results, as this m ethodology can improve students’ interests, improve students’ enthusiasm, and change their motivation and way of learning, which consequently proves that task-based language teaching approach is appropriate to be applied in junior high s chool English teaching. In addition, this thesis also pointed out that a successful task-based English class is greatly related with the personal diathesis of the teachers, who has to con sider numerous factors as whole, such as task d esign, class control, class mode, etc. Therefore, task-based language teaching approach still requires the teachers to continuously explore and practice for better performance.