A Study Of English Reading Teaching From The Perspective Of Task

It is well known that reading is the most common means for people to obtain information, as well as one of the main goals of English teaching. Therefore, English reading teaching has been paid more attention by now. however, the author finds that the students’ English reading comprehension ultimately does not seem to meet their learning needs and the English reading is still the weak link in English learning based on many years’ experience of teaching. The situation of students in rural areas is worse in English reading for many aspects of reasons, such as students, teachers, learning environment and so on. How do we improve the students’ reading comprehension competency? There is no doubt that it is a great challenge. Nowadays, more and more people put emphasis on students from teachers in the field of education, thus make the class teaching become student-centered from teacher-centered.In 1980 s,based on a great number of research and practice,some foreign language teaching researchers and second language acquisition researchers put forward Task-based language Teaching(TBLT), which emphasizes " learning by doing". TBLT is an influential language learning theory and model. In 21 st century, TBLT was introduced into China gradually. The new version of Junior English Curriculum Standard proposed the request of doing things in English explicitly.According to TBLT theory, the thesis puts forward two research hypotheses:(1) TBLT is more effective than the traditional teaching method to improve students’ ability of English reading and comprehensive language application?(2) TBLT is beneficial to form active reading strategies and arouse reading interest for rural middle students? In order to testify the hypotheses, the author selects 60 students in Grade9 in Qing Yunhu School, Dalian and regroups them into 2 classes at the same learning level to do the research. From 2013 September to 2014 January, the author carries out certain reading training respectively with TBLT and traditional teaching method. In the post-test, there is great significant between experimental class and control class. Moreover, the author designs questionnaire to understand the changes about students’ learning attitude, reading ability and reading methods, etc.The result of research shows that TBLT is more effective to improve students’ comprehensive ability of using language. The result of questionnaire proves that TBLT makes traditional English reading class more interesting, where students in the experimental class can be more active to engage in the reading tasks, after school they also take the initiative to read some English essays. TBLT also strengthen students’ interest and confidence in English reading. Although there are some disadvantages and limitations, as long as the teachers can design lessons carefully and rationally, TBLT is possible to be applied effectively in rural English reading classes.