Research On The Application Of Indigenized Task-based Language Teaching To College English Listening And Speaking

With the in-depth going of college English teaching reform, many educationists andteachers are seeking for a more appropriate teaching method to college English teaching inour country. Task-based language teaching (TBLT) has evolved from communicative teachingapproach, which stresses “learning by doing”, gives consideration to both accuracy andfluency and is conducive to cultivate the communicative skills. Therefore, many teachershave carried it out in their teaching practice, receiving some good effects.However, TBLT was born and developed in the background of second language teaching(TESL) in foreign countries. In our country, English teaching is a foreign language teaching(TEFL), so there are some differences with TESL. Many educationists claim that TBLTwhich is introduced abroad should be well integrated with our own teaching practice and beindigenized, through which the TBLT can better guide the foreign language teaching in ourcountry. Currently, the study of indigenization of TBLT is still at the stage of exploring, andthere are few researches on the indigenized TBLT in college English teaching.On the basis of the researches on TBLT home and abroad and the present situation of theteaching of college English listening and speaking (CELS), the author put forwards with theindigenized model of CELS and employed it to the practical teaching to test its effectiveness.The research lasted for one term from September2010to January2011. The teachingmaterial was the textbook entitled New Horizon College English Viewing, Listening&Speaking Book1. Two English classes of the freshmen of2010year were chosen as theteaching object. One class was randomly assigned as experimental group, being taught byindigenized model, the other being control group with traditional method. The author came tothe conclusion of the effectiveness of the indigenized model in terms of stimulation ofinterest, participation of students and improvement of listening and speaking proficiency byanswering the three corresponding questions.The thesis consists of six chapters. Chapter one is the introduction of the research,including the background, significance of the study and organization of the thesis. Chapter two is the literature review. Chapter three is focused on the framework for indigenized TBLTin college English listening and speaking. Chapter four covers the research methodology andprocedures. Chapter five is about the results and discussions. Chapter six draws theconclusion of the study, including major findings, implications, limitations and suggestionsfor future study.