An Experimental Study On The Effects Of Task-based Language Teaching On The Grammatical Competence Of Senior High School Students At Different English Proficiency

The ontology of education lies in promoting individual development through teaching,which is a philosophical examination of the ultimate goal of education.This understanding represents the comprehensiveness and multidimensional nature of the goal in teaching practice.As one of the core courses of basic education,English should have multi-dimensional objectives in its implementation.Curriculum Standards for Senior High Schools English(2017 Edition)clearly puts forward that the goal of senior high school English curriculum is to develop students’ core competences,including linguistic ability,learning ability,thinking quality and cultural character,and it is clear that linguistic ability is the basis of students’ core competences.In practical teaching,there are some problems in Language ability teaching which affect the all-round development of students,such as "emphasizing knowledge and neglecting ability;emphasizing result and neglecting process;emphasizing teaching and neglecting evaluation".Given that,the study will focus on grammar teaching and aim to verify the impact of the application of TBLT teaching model on senior high school English learners’ grammatical competence through practice,in order to solve the low efficiency of grammar teaching in real teaching.Based on the Social Cultural Theory,the Input Processing Theory and Individual Differences,this thesis studies the impact of TBLT grammar teaching on the grammatical competence of senior high school learners with different English proficiency.There are three research methods employed in this thesis,which are educational experiment method,literature research method,and testing method.And the researcher adopts tailor-made pre-test and post-test,Excel and SPSS26.0 as research tools.The researcher took 100 students from two classes in Grade three in Shihezi No.D senior high school as the research object.And the research questions are as follows: First,what effect does TBLT have on the grammatical competence of the research subjects? Three sub-questions are included,that is,what impact does TBLT have on the grammatical accuracy,grammatical meaning and grammatical appropriateness of the research subjects?Secondly,what are the effects and differences of TBLT on the grammatical competence of the research subjects with different English proficiency? This question contains three sub-questions,namely,what are the influence of TBLT on grammatical accuracy,grammatical meaning and grammatical appropriateness of subjects with high,intermediate and low English proficiency and what are the differences?The findings are as follows: First,TBLT grammar teaching has a significant effect on the grammar competence,t=-11.138,Sig.=0.000.The specific effects mainly include: the grammatical accuracy and grammatical appropriateness of the whole subjects have significantly improved after TBLT grammar teaching,t=-8.049,Sig.=0.000;t=-9.815,Sig.= 0.000;but there is no significant difference in grammatical meaning,t=-0.861,Sig.=0.391.Second,TBLT grammar teaching has a positive impact on the grammatical competence of the research subjects with different English proficiency,t=-5.106,Sig.=0.000;t=-7.891,Sig.=0.000;t=-5.882,Sig.=0.000,and the difference between groups is significant,F=27.67,Sig.=0.000.However,there are also differences in the three dimensions of grammatical competence: 1.In terms of grammatical accuracy,the subjects have actively improved in different English proficiency groups,and the difference between groups is significant,F=18,Sig.=0.000.Among them,TBLT grammar teaching has the greatest impact on the high-level group,t=-6.071,Sig.=0.000,followed by the low-level group t=-5.534,Sig.=0.002,and the intermediate-level group benefits least,t=-3.053,Sig.=0.000.2.In terms of grammatical meaning,there is no significant improvement in and between different English proficiency groups,t=0.553,Sig.=0.585;t=-1.149,Sig.=0.256;t=-0.639,Sig.=0.529.3.In terms of grammatical appropriateness,after TBLT grammar teaching,the subjects have positively improved after TBLT grammar teaching,and there are significant difference among groups,F=8.236,Sig.=0.000.Among them,TBLT has the greatest impact on the intermediate-level group,which has reached a level equivalent to that of the high-level group,t=-9.214,Sig.=0.000,followed by the low-level group(t =-4.589,Sig.=0.001)and the high-level group(t=-3.996,Sig.=0.000).Thus,four teaching suggestions for TBLT grammar teaching in Senior High School English grammar class are put forward: First,the premise of TBLT grammar teaching: the establishment of teachers’ understanding of "process and subject" in practice teaching;Second,the basis of TBLT grammar teaching:the task design should follow the principle of "the relevance between teaching content and students’ experience";Third,the implementation of TBLT grammar teaching: teachers should timely adjust and evaluate the difficulty of tasks to ensure the different levels and increasing progressiveness of tasks;Fourth,the Multi-subject feedback in TBLT grammar teaching: the effective combination between teacher-student evaluation and peer assessment.