Application Of The Task-based Approach On English Discourse Reading Teaching In Junior High School

English reading is the most common and significant measure to promote students to improve their linguistic ability and open their minds.In junior high school English reading teaching,the task-based approach is not only beneficial to promoting students’ reading,analytical and collaborative skills,but also to developing students’ English thinking,thereby improving their overall English proficiency.The aim of this thesis is to use the task-based approach to guide the teaching of English discourse reading in junior high school and to explore the extent to which the task-based approach can improve the English discourse skills of students at different levels.This study was based on pragmatic teaching theory,Krashen’s input hypothesis theory and constructivist theory.The author selected the Grade 7 class 5 and Grade 7 class 6 from twelve parallel classes of junior high school in Zhongheng School in Baiyin City,Gansu Province,a total of 86 students.One class used the 3P model,and the other class used the task-based approach for a 16-week experimental study.Both tests and questionnaires were used to analyze the extent to which the task-based approach promoted students’ reading ability and discourse awareness at different levels.The purpose of the study was to answer the following two questions:(1)To what extent does the task-based approach improve the English reading ability of students at different levels?(2)To what extent does the task-based approach promote the discourse awareness of students at different levels?Before implementing the task-based approach,the students in the two classes were divided into three groups according to their pre-test scores,including the top group in score,the average group in score,and the low group in score.Throughout the experiment,the pre-test scores of the experimental class and the control class were first analyzed by SPSS,and it was found that there was no significant difference between the experimental class(EC)and the control class(CC),which means these two classes could be used as the research object and also proved the feasibility of the experiment.Then,by comparing and analyzing the average scores of the pre-test and post-test of each group in the two classes,it was found that there was no significant change in the scores of the pre-test and post-test of the three groups in the control class with the3 p model.Then,the author used SPSS software to analyze the pre-test and post-test scores of the three groups in the experimental class and used the data to show the extent to which the task-based approach improved the students’ English discourse reading ability.A questionnaire was then used to show the extent to which the task-based approach had an impact on students’ awareness of the discourse at different levels.It was found that after the implementation of the task-based language teaching,the post-test scores of the three groups of students in the experimental class improved significantly,with the average and low groups showing particularly significant improvements.As for the discourse awareness,students in the top group,average and low group all showed significant improvements.In conclusion,the results of the data showed that task-based teaching helps all students to improve their general use of discourse reading and has a positive effect on students’ English learning.In the practice of teaching English reading in junior high school,the use of task-based teaching methods can not only effectively stimulate students’ learning motivation,raise their interest in reading and boost their self-confidence,but also promote the development of students’ reading ability and discourse awareness,making reading teaching more effective.