Investigation Of Task-based Language Teaching Implementation In The Reading Class Of Junior High Schools In Lianyuanby

The New English Curriculum Standard in the Phase of Compulsory Education is published by the Ministry of Education in 2011.The standard of English curriculum clearly put forward to advocate Task-based Language Teaching,to create opportunities for students to use language in real context as much as possible.This teaching model means to help students to acquire the language while completing the task by experience,practicing,participating,communicating and cooperating.The author carried out this study aiming to find answers to the questions:1)What is the teachers' understanding of Task-based Language Teaching?2)What is the current situation of the implementation of Task-based Language Teaching in English reading class in junior high schools in Lianyuan,from the perspective of teachers'teaching behaviors including the preparation before class,execution during class and evaluation after class?3)What are the effects of Task-based Language Teaching implementation in reading?4)What are the difficulties and problems existing in the process of Task-based Language Teaching implementation in reading?This paper takes advantage of the questionnaire survey to investigate 72 teachers from 10 junior high schools(including 7 rural schools)in Lianyuan,Loudi.The questionnaire aims to investigate and analyze the current situations of applying Task-based Language Teaching in English reading teaching,including the basic information of teachers,teachers' understanding and attitudes towards TBLT,the specific implementation situation of Task-based Language Teaching in English reading class,the effects of Task-based Language Teaching,and difficulties and problems in Task-based Language Teaching.Based on the data from questionnaire,the results and findings are as follows:1.Teachers in this area had insufficient awareness towards Task-based Language Teaching.A part of them did not know it at all,and some of them mistook the traditional teaching methods as Task-based Language Teaching.And some traditional exercises or activities were mistaken for tasks in TBLT by some teachers.2.As for the specific implementation of TBLT,teachers in this area could be divided into four groups,teachers who had an understanding of TBLT and applied it in English reading teaching or without applying it in English reading teaching,teachers who did not know TBLT but used the teaching model of TBLT and teachers who did not know TBLT and applied the traditional teaching methods in English reading class.But most of the teachers had been affected by TBLT,especially shown in their organization forms in class as well as their evaluation method.3.Task-based Language Teaching could not only improve students' reading interest,reading ability,cooperative learning ability and autonomous learning ability,but also improve teachers' teaching level.4.There were many factors restricting the implementation of Task-based Language Teaching,such as teachers' unfamiliarity with Task-based Language Teaching,teachers' heavy workload and teachers' quality which could not match the requirement of Task-based Language Teaching.As last,some suggestions have been put forward for English teachers.It is hoped to be useful to the implantation of Task-based Language Teaching.