An Investigative Study On The Application Of Task-based Instruction In English Language Teaching In Tibetan Middle School

As the international exchanges increase,the language communication ability of the students to cultivate becomes increasingly important.So,Task-based Language Teaching with its aim to develop learner's communicative competence is laid more and more emphasis in English teaching.The Nation New English Curriculum Syllabus advocates that Task-based Language Teaching should be adopted in English classes.In English classes,in Tibetan Middle School,Task-based Language Teaching has been carried out for three years.Tibetan Middle School has been faced with three language teachings.While knowing the national language,Tibetan students have to learn Chinese and English.Use TBLT to English language learning combined with Tibetan culture and regional culture,cultivating students' comprehensive language using ability,stimulate interest,improving emotional attitudes,learning strategies,cultivate their ability of autonomous learning is required for the teachers.TBLT focuses on the affective function of teaching,and pursues the balance between students' cognitive,emotional and verbal skills,especially the sense of belonging and affection of the students.In particular,the combination of TBLT and domestic culture is more effective in Tibetan Middle School's English learning.Therefore,it is very important to complete TBLT in Tibetan Middle School.TBLT transformed traditional teacher-centered classroom teaching to student-centered one and give emphasis on language in use.During the process of “learning by doing”,students are asked to complete a series of tasks.In order to have a clear picture of TBLT carried out in Tibetan Middle School,the thesis attempts to answers the following three research questions:Question 1: What is the teacher's view on the application of TBLT in English class in Tibetan Middle School?Question 2: What do students think of the application of TBLT?Question 3: What do students with different language proficiency(low-level group,medium-level group,and high level group)perceive TBLT?Based on constructivism and input hypothesis,the experiment lasted three months and was designed to investigate the application of TBLT in Tibetan Middle school.One hundred and eight participants from the Tibetan Middle School of Qinghai Province are taken part in this investigation.Furthermore,two questionnaires,an interview and a classroom observation serve to collect the data,which are analyzed by SPSS.The results show that the Tibetan students' language learning skills have been improved obviously.At the same time,the students take delight on the attitude towards the task of class and willingto work together with teachers in English language learning.A conclusion is made that the TBLT can arouse the interest of Tibetan students in English language learning.Learning in TBLT class becomes more and more organized in Tibetan English class,and the English class become more and more interesting and lively.