An Investigation Into Task-based Language Teaching In Junior High School

Task-based Language Teaching is a learning theory school popped up in the 1980s. TheMinistry of National Education—Basic Education promulgated new "English curriculumstandards" in 2001, and advocates "Task-based Language Teaching"(TBLT). It contributes tothe implementation of the new curriculum standards of advanced teaching concepts. It alsohelps to overcome traditional teaching methods, such as teacher-centered teaching on teachingconcept. It only focuses on the teaching of grammar knowledge but ignores the expense of theactual capacities. Its teaching methods rigid, and ignores the psychological development ofstudents characteristics. It ignores students'self-learning experience and so on.For the teaching of research, there are many linguists who have made a lot of explorationand research. They have given more details about the basic theoretical framework of TBLT,such as learning objectives, principles, structures and roles and classroom teaching. However,the application of teaching practice also becomes the focus of experts and scholars to discussand our frontline teachers concern with it as well.For this purpose, the author starts to analysis the new features and teaching methods inthe existing junior high school English teaching according to the current trends in educationalreform. Taking into account the new "curriculum standards" requirements, the author alsodisserts from research status to its concept, composition and characteristics of theoreticalfoundation. From the status of investigations and research, the author finds out a series ofproblems in the teaching of junior high school. Then lead to the observations andrecommendations to solve the problem.The study mainly used both questionnaires and interviews survey instruments. From thesurvey of some aspects of teachers themselves, it reveals some certain factors in the languageteaching of junior high school. It reveals the certain factors of the students'reasons as wellaccording to the interviews.After that the author made recommendations: First, to encourage teachers to continueeducation to enhance their professional standards, and strive to use TBLT. At the same timeimprove the abilities of the students'using language; Second, do more technical training tothe frontline, attempt to get the experts to guide teaching in TBLT. At the same time guide theteachers to do more experiments with good results, sum up and popularize; Third, change theevaluation system. In this way, it might be possible to quickly and accurately ensure thatTBLT is carried out smoothly in junior high school..