Development Of Task-based Language Teaching And Learning

In recent 20 years the field of language teaching and learning has witnessed a profusion of evaluation of syllabuses. Based on the development of cognitive psychology and applied linguistics, the Task-based Language Teaching and Learning Approach (TBL) emerged in the 1980s and has been prevailing for nearly twenty years. "Learning by doing" is the first principle of TBL. Unlike the traditional syllabuses whose focuses are on the language forms, TBL focuses on the process of learning and problem solving, and it is always organized around a variety of different kinds of tasks which are related to the real life and composed of chains of activities psychologically selected, graded and sequenced. The aim of TBL is to integrate all four skills and to move from fluency to accuracy plus fluency, while the range of tasks available offers a great deal of flexibility and should lead to more motivating activities for the learners.This paper tries to present the progress of TBL by reviewing its origin, the theoretical foundation, the features of task and the application of TBL in middle school English teaching and learning. The organization of the dissertation is as follows:Chapter 1 explores the origin of TBL by presenting the slow progress how Communicative Approach developed into TBL. A theoretical review was made from Jane Austin's Speech Act Theory to N.H.Prabhu's strong view communication experiment in Bangalore, giving an acceptable argue that TBL has the same core as the Communicative Approach in English language learning. Meanwhile, the fundamental theories of TBL, particularly the Second Language Acquisition and Constructivism are stated here to offer a strong support for its feasibility and effectiveness.Chapter 2 gives a brief account of the theoretical research on "tasks". Components and typical definitions on task are presented and the features as well as types of task are discussed in this chapter to prove that a careful and rational task design is required in classroom teaching.Chapter 3 analyzes the current application of TBL in middle school English teaching and learning. An account of TBL on its general principles is presented and an emphasis on "learning to communicate through interaction in the target language" is put forward as its typical feature. Patterns of the four-skill training under TBL are introduced in hope of offering a reference when TBL is practiced in classroom situations.Chapter 4 focuses on the assessment of TBL. While terminative assessment is traditionally practiced, formative assessment techniques are advocated to guarantee the learners' enthusiasm and effective language learning.Chapter 5 concentrates on some other aspects concerning the effective application of TBL. It points out that TBL is not fossilized. It needs further discussion and research especially when practiced in China.