College English Task-based Class Instructional Design Of Emphasizing Language Output

Since China has become a member of the World Trade Organization, there are more and more frequent international exchanges, so that more and more students in the university are eager to improve their comprehensive ability of using English, especially the output ability in speaking, writing and translation. Therefore, in May 2001, the State Ministry of Education carry out a new "English curriculum standard", which will"promote task-based teaching approach to improve the ability of applying English". Task-based approach is considered as a new method to conform to the curriculum standard and to transform traditional teaching method since 1980s. With the continuous study of this task-based teaching method, there are more detailed discussion in task-based teaching objectives, principles, roles of teachers and students, and procedures of teaching in classroom. According to the present situation of English teaching and the ideas of new curriculum standards, combined tasked-based teaching methods and the output hypothesis of Second Language Acquisition, the author proposed a new task-based teaching method, which emphasized the output of task-based instructional design.The researcher analyses the current situation of College English teaching in China including the contradiction between exam-oriented teaching and training the ability of applying language, and present linkage situation between Middle School English and College English. At the same time, on the basis of combining the output concepts from the latest "College English Curriculum Requirements" in 2007 and research status at home and abroad, the author discusses concepts, characteristics, theoretical foundation, design principles and the design of the emphasizing output of task activities in detail. In the task-based college English teaching classroom, the teacher on the one hand should increase skills-training of output, on the other hand combine the two output (speaking and writing) skills training, which prove that emphasizing the output ability training can help students improve comprehensive application level in English.To verify the effectiveness of this new emphasizing the output of the task-based language teaching method, the researcher will do a comparative experiment between the new task-based teaching method and traditional 3P teaching method, that is, through pretest and post-test, to see whether the two kinds of teaching methods have obvious significant differences in improving CET4 scores and whether this new emphasizing the output of task-based teaching methods which applied in college English teaching could reach the goals of new "College English Curriculum Requirements"or not.Then, the researcher will make use of the statistical analysis of the questionnaire to study the changes of students in all aspects, such as learning interest, motivation, cooperation awareness, self-learning and all kinds of English skills before and after the experiment. Compared with traditional 3P teaching methods, the researcher can know about the advantage and disadvantage of the emphasizing the output of task-based teaching methods by making the interviews among teachers, and the teachers will give some suggestions to these problems.Finally, by both the quantitative analysis of control experiments and the qualitative analysis of questionnaires and interviews, the researcher draws conclusions and analyzes the findings. Empirical results show that most students of experimental class and teachers agree with the emphasizing the output of task-based college English instructional design.