A Study On Task-based Teaching Beliefs And Behaviors Of High School English Teachers In Reading Classes

Reading plays a significant role in English language teaching.It is an effective way for students to acquire information and obtain cultural language,and It is also an important means to improve students' English listening,speaking,reading and writing skills continuously.The High School English Curriculum Standards(2017)clearly states: “ In the English reading class of senior high school,the task-based language teaching method can develop the students' comprehensive ability to use language and improve their reading skills.” Under the requirements of curriculum standards,senior high school English teachers have gradually formed their own task-based teaching beliefs and gradually applied them to their reading classes.Therefore,It has a far-reaching significance for high school English teachers to explore how high school English teachers put these task-based teaching beliefs into application in reading class,so that they can improve their teaching practices and their teaching skills.this paper will study and analyze the task-based teaching beliefs and teaching behavior of high school English teachers in reading class,and then explore the relationship between task-based teaching beliefs and behavior of teachers and the influencing factors.The study aims to find answers to the following three research questions:1.What kind of beliefs do high school English teachers have towards TBLT in reading class?2.What sort of teaching behavior do high school English teachers have towards TBLT in reading class?3.What is the relationship between teachers' task-based teaching beliefs and behaviors in reading class? What factors affect the relationship?This paper selects six senior English teachers as subjects who are chosen from Rizhao NO.1Middle School.The author makes a quantitative study and qualitative analysis on teachers' task-based teaching beliefs and behaviors and their relationship through questionnaire,interview and classroom observation.The research found that:(1)Six teachers have positive belief towards task-based teaching in reading class.Among them,teachers have a clear understanding of the cognition of task-based teaching,but some teachers have one-side cognition of the definition and connotation of TBLT;the level of teachers' belief in design is higher in reading class;at the same time,teachers have a clear understanding of the implementation and feedback of TBLT.(2)All six senior high school English teachers have the consciousness to carry out the task-based language teaching and behave well;teachers can design clear and specific tasks according to theteaching objectives of reading class and students' learning situation;but in the process of task-based language teaching,some teachers ignore the importance of the output of students' language knowledge,and they can't correct the students' language errors and deviations in time.In addition,teachers' feedback is not ideal,and the evaluation of students lacks pertinence,richness and motivation.(3)there are some consistency between teachers' beliefs and behavior in cognition and design of TBLT in reading class,while there are also some inconsistency between teachers' beliefs and behavior in implementation and feedback of TBLT in reading class,and the main factor behind this inconsistency lies in the fact that the difficulty of task is difficult to be adapted to all levels of students and the large class size is not suitable for the use of task-based teaching.According to the results,this paper puts forward some relevant suggestions.For one thing,senior high school English teachers must strengthen their own systematic theory learning of task-based teaching methods,such as task design,implementation,feedback and so on.For another,high school English teachers should pay more attention to the output of students' language knowledge in reading classes.At the same time,the school should reduce the number of the class as far as possible,and conduct small-size class teaching,which is conducive to improving the efficiency of teachers' teaching;and advocates the use of formative evaluation instead of traditional evaluation methods,focusing on multiple evaluation forms,contents and methods.