Case Study Of Teacher Strategy In Task-based Language Teaching

The first ten years of 21st century witnessed the reform of Chinese English teaching. With the emphasis on students-centered classroom, task-based language teaching became more and more popular in China. Many Chinese experts have been studying a lot about the theoretical background, the principle, the objectives, and other practical elements in task-based teaching in the latest ten years. Many English teachers focused on designing and analyzing of tasks in their teaching; meanwhile, they paid attention to the model of task-based teaching, and classroom teaching activities.Even so, the author still found that there are many problems unsolved in implementing TBLT in Chinese teaching context. What are the features of TBLT in Chinese college English class? What kinds of strategies teachers always adopt in TBLT classroom? What do students think about TBLT and what kind of problems will arise in classroom? With questions like these, from 2008, the author began her study, until the beginning of 2011, tracing two teachers'classroom teaching by ways of video recording, questionnaires, and interviews. The purpose of applying triangulation method in the research is to facilitate reliability and validity of the study.When analyzing the results from the study, it is found that teachers and students had different understanding on TBLT. To achieve effective teaching in class, teachers had to combine TBLT with traditional lecturing methods together. When fulfilling their tasks, students are learning to cooperate with teachers and peers. However, teachers'task assignment would be very delicate because of the different student requirements.In operating their classes, the observed two teachers applied planning strategy, collaborative learning encouraging strategy, questioning strategy, assessing strategy, and motivational strategy in order to achieve their objectives in teaching.It is also found that teachers and students expected differently on task-based teaching. Different from the enthusiasm of the teachers, some students suspected about the result of it, which is shown in their task implementing stage. In the interview, students also showed their uncertainty about their future English study and application.Based on the analysis of the theoretical background and the research results, the author proposes some strategies on effective implementation of task-based language teaching in college English teaching.In planning stage, it is necessary for teachers to design tasks according to the teaching context, teaching material, and students' requirements in English learning. When assigning the tasks, teachers should do it scientifically. After the task-report stage, teachers should give feedback immediately, and evaluate their performance positively. During the whole procedure, motivational strategies should be applied by questioning and supporting students when necessary during their performance; and by acknowledging the effort students put into the presentations, as well as showing a keen interest in what they have said or written.Though there are some limitations in the study, the author wants to find out the strategies which can be applied in Chinese teaching context through an empirical way, thus narrow the gap between theory and practice.