An Empirical Study On The Influence Of Task-based English Teaching On Junior Students’ Reading Interest And Reading Scores

Reading is a very important component of English learning in junior high school,and its importance can be seen in the score proportion of English papers in the high school entrance examination.However,a significant number of teachers still teach reading in a teacher-centered,classroom-centered or textbook-centered way,which weakens students’ interest in reading and hinders the development of their reading skills.The task-based language teaching,which emerged in the 1980 s,differs from the traditional approach in that it focuses on “task” and teachers implement complete,purposeful activities in their teaching.Therefore,the purpose of this study is to investigate the effects of task-based reading teaching on reading interest and reading scores in junior high school.The author conducted a three-month experimental study by using questionnaires and tests.The participants were 60 students in Junior 3 from Linchuan No.2 Middle School.The two classes were divided into an experimental class and a control class.From the results of pre-test,it can be concluded that there were no significant differences in the reading scores of the two classes before the experiment.During the research,the experimental class used task-based reading teaching,while the control class still used traditional reading teaching.After the experiment,the author conducted a post-test for both classes to check whether there were significant differences in reading performance between the two classes.The questionnaire was mainly aimed at the students in the experimental class,aiming to investigate the change of students’ reading interest before and after task-based reading teaching.The author used SPSS software to make a scientific and reliable analysis of the collected data.The results of the study showed that: Task-based teaching method had a positive impact on promoting students’ interest in reading,which was specifically reflected in the remarkable improvement of students’ learning desire and attitude towards reading.At the same time,the comparison between the experimental and control classes showed that the teaching method could significantly improve students’ reading scores.This study provides an effective direction for teachers to carry out junior high school English reading teaching and has certain reference value.