Research On The Influence And Attribution Of Task-based Language Teaching On Senior High School Students’ Classroom Participation In English Reading Class

The English Curriculum Standards for Senior High Schools issued by the Ministry of Education in2017 emphasizes the importance of students’ principal status.And “participation” is an effective measure to realize students’ subjectivity.However,at present,there is a big gap in classroom participation among high schools in China,and the situation of classroom participation in some backward areas is not optimistic.Therefore,seeking ways to improve classroom participation has certain research value.124 students from Class 1 and 3 of Grade 1 in M Middle School of Tumushuke City were taken as the research subjects in this research.On the basis of sorting out the theory and practice of Task-based Language Teaching method and classroom participation at home and abroad,it adopted literature analysis method,classroom observation method,the questionnaire survey method and the interview method to observe,count and analyze the 6 reading lessons of the research subjects,aiming to answer the following questions: 1.What is the influence of Task-based Language Teaching(TBLT)on the classroom participation? And it includes three sub-questions: 1)what is the influence of TBLT on behavioral participation? 2)what is the influence of TBLT on cognitive participation? 3)what is the influence of TBLT on emotional participation? 2.What factors in TBLT affect the classroom participation? And it includes two sub-questions: 1)what are the external factors that affect the classroom participation? 2)what are the internal factors that affect the classroom participation?The overall results indicate that,on the one hand,TBLT has a direct positive effect on senior high school students’ classroom participation in English reading class.Besides,the influence coefficient of emotional and behavioral participation is higher than that of cognitive participation.Compared with the students in the control class,the behavioral and emotional participation of students in the experimental class has been significantly improved.On the other hand,appropriate task type and task difficulty in TBLT are beneficial to improve the classroom participation.The research also finds that the factors affecting classroom participation include task type,task difficulty,teacher factors,classroom atmosphere,personality characteristics and learning motivation.Therefore,classroom participation can be improved from these six aspects.According to the research conclusion,three teaching strategies to improve classroom participation are proposed.First,teachers need to change the traditional teaching idea,and try to use instructive teaching method.It has been proved that TBLT is one of the effective ways to improve high school students’ classroom participation in English reading class,so teachers can take it into consideration.Secondly,teachers should help students fully realize the intrinsic motivation of learning English.It is one of the important factors affecting the classroom participation in class,and teachers should guide students to transform the extrinsic motivation into intrinsic motivation actively.Finally,teachers should pay high attention to the classroom atmosphere,and make full use of means or tools to create a good classroom atmosphere.