Research On Practical Task - Based English Teaching In Higher Vocational Education

First appeared in the United States in1980s, Task-based Language Teaching(TBLT) mode, now has become a very popular foreign language teaching approach all over the world. As a development of communicative approach in recent years, TBLT mode is put forward by researchers on the basis of numerous research and practice. During the mid and late1990s, the teaching theory of doing things with language was gradually introduced into English class in fundamental education in China. After many years of teaching practice, it has led to effective outcomings.With communicative tasks as the core, the TBLT mode emphasizes the students "learning by doing". Through the teacher’s elaborate teaching design and task arrangement, the students participate in the whole process of language teaching actively, so that they could master the language knowledge and improve their skills of language application naturally. TBLT mode reflects the change of teaching goals from language structure to language function and the focus from teaching methods to learning methods as well as the emphasis from "what to learn" to "how to learn" Students, as the center of TBLT mode, are required to master not only the language knowledge and utterances skills, but also the ability of language using at the same time.Based on the English teaching in higher vocational colleges, researches are carried out on how to perform the TBLT approach more practically and more effectively. The whole thesis is divided into five chapters. The first chapter is introduction, introducing the significance, the framework and structure of the thesis, and reviewing relevant literature. The second and the third chapters are the core of this thesis. The second chapter discusses the fundamentals of TBLT, including the theoretical basis and the basic characteristics. The third chapter focuses on the practical connotation, influencing factors and design principles of TBLT. The fourth chapter, in the form of cases, shows how to carry out TBLT mode flexibly according to different professional characteristics in higher vocational colleges. The last chapter puts forward the conclusions and suggestions.