The Experimental Investigation Of Task-Based Teaching Approach To Japanese Grammar Teaching In University

Task-based teaching approach first appeared in the early1980s, namely,Bangalore communicative teaching experiment hosted by Prabhu. For threedecades, a variety of task-based language teaching theoretical literature andempirical studies are coming out one after the other, enriching the knowledge oftask-based pedagogy. Task-based teaching mode, which has been advocated sinceFull-time Compulsory English Curriculum Standards (trial version) was issuedformally by the national ministry of education in2001, has been used in Englishteaching of China’s basic education stage. As an effective teaching methodgradually showing its advantage, it starts to be accepted by more and morepractitioners.But the research subjects of task-based teaching approach are not evenlydistributed in China. Most of papers are limited to application of their theories toEnglish teaching. By combing and analyzing, I found that though there are alsosome researches on task-based teaching approach in Japanese, but nobodyexplicitly combined task-based approach with Japanese grammar teaching inuniversity, not to mention the experimental study in classes, which field stillneeds further research.This paper firstly introduces the research purpose and significance of thispaper, as well as previous research situation, and points out the necessity of task-based teaching approach in Japanese grammar teaching. Secondly, I brieflyexplain the connection between the definition of language and teaching theory,and review the past several important traditional teaching theories, then introducethe relevant knowledge of task-based teaching approach, describe the design ofthe tasks which are going to be carried out, and put forward a research hypothesis “grammar learning results by task-based teaching approach are superior to thetraditional learning mode, and can improve students’ expression ability.”. In theexperiment, the experiment class adopted task-based teaching approach, and thecontrol class used the traditional3P teaching mode, withみんなの日本語初級1，2(大家的日本语1,2) as the experimental teaching material. More than a yearof tracking the implementation and analysis of test results showed that theexperimental results do not support the hypothesis, and that further research isneeded in the future. Finally, problems and inadequacies of this research aresummed up and some suggestions for future research are put forward.Three research methods are adopted in this paper, including literature survey,questionnaires survey and experimental investigation study. From the aspect ofempirical evidence, a comprehensive analysis and research in the application oftask-based teaching approach to Japanese grammar teaching is made. I hope thatthe study of this subject could provide some experiences for task-based teachingapproach to enter into Japanese grammar teaching in university, therebyimproving the quality and effectiveness of Japanese grammar teaching andproviding some clues or direction for Japanese teaching reform in university.