The Effect Of Intermediate Reading Teaching Supported By Task On Learners' Antonomy

In recent years,the Task-Based Language Teaching(TBLT)has been vigorously promoted and has been drawing widespread attention in the field of Teaching Chinese as a Foreign Language(TCFL)in China.A lot of relevant theoretical explorations and teaching experiments combined with all kinds of classes has been carried out.And fruitful results from these researches have been achieved.However,the research on TBLT is still insufficient in the field of Reading Teaching.The thesis,therefore,based on the main goal and status quo of Reading Teaching,especially Intermediate Reading Teaching,tries to find the better way that can make students' awareness and competence of self-reading and self-learning greatly improved by combining the TBLT with Intermediate Reading Teaching.So the primary task of Reading Teaching could also be better fulfilled.The thesis puts the core of TBLT— task into the intermediate reading class teaching practice through the teaching experiment of Intermediate Reading Teaching supported by task,changes the role of teacher and students by the flexible use of reading tasks,hence stimulates and promotes students' enthusiasm and initiative in the reading class.Moreover,by sending out questionnaires,recording classroom observation,organizing interviews and establishing evaluation scale,the thesis verified the progress and advantages of the teaching mode of Intermediate Reading Teaching supported by task compared to the traditional teaching mode.Especially,it has a very positive impact on improving the learners' autonomy on Chinese reading and learning.The study found that the teaching mode of Intermediate Reading Teaching supported by task not only helps to promote students' self-awareness and learning motivation,but also can achieve significant results in improving students' self-reading competence and self-efficacy.