On The Application Of TBLT In College English Teaching

TBLT (task-based language teaching) is becoming a catchword in the English teaching circles. This relatively new teaching methodology was evolved from CLT (communicative language teaching) and slowly emerged since the 1980s, which emphasizes"learning by doing"and offers students an opportunity to make language in the classroom meaningful and memorable. The primary focus of classroom activities is the task and language is the instrument which students use to complete it. In the May of 2001, the new curriculum compiled by the Ministry of Education requests teachers should avoid the teaching method of simply teaching language knowledge. It proposes the mode of task-based language teaching and during the teaching process teachers should train the students'comprehensive language abilities. It proposes the learning by means of experience, practice, participation, communication and cooperation. Due to the utility of the English teaching at college levels and that at the primary and the secondary levels, the college English teaching requirements should be coordinated with the New Curriculum (戴炜栋2001). Considering the inefficiency of the college English teaching, which has always been dominated by the traditional teaching method,夏纪梅(2001) proposed TBLT to the teaching of College English, made the learning process full of real personal meaning, and developed students'linguistic competence and other skills necessary for their making a living. However, some College English teachers still don't have enough knowledge about this teaching methodology and aren't sure of how to operate it. This paper focuses on how to operate the approach to the teaching of College English based on the researcher's first and second hand experiences.The researcher first raises the necessity of carrying out the task-based language teaching, gives a deep research into the classical theory of Willis and takes a good look at the current research situation in China. Then, he states the definition, classification and structure of task and the relevant theoretical basis of task-based language teaching. The most important part of the paper is focused on how to carry out the task-based approach to the teaching of College English. Owing to the absence of the task-based College English textbooks, how to adapt the non-task-based materials to fit a task-based framework is discussed in it. Questionnaires, interviews are also conducted so as to find the practical steps to carry out the task-based language teaching. The statistics from the questionnaire show the recognition of students to the new teaching method and the comprehension of students'own tendency on how to implement the classroom activities. Next, an experiment of two teaching methods is carried out in two classes, one being the traditional PPP (presentation-practice-production) teaching, and the other TBL teaching. The purpose of the experiment is to compare and contrast the students'affective factors of language learning and the roles students and teachers play respectively in two classes so that the better one could be proposed. The conclusions from the teaching research show that the two classes differ in many ways, especially in the attitudes towards English learning, cooperation, learning autonomy and other affective factors such as motivation, self-esteem, anxiety, etc.Finally, the researcher reflects on the task-based approach, and puts forward the principles that teachers are supposed to adopt while implementing it in their teaching, the importance of dealing with relationship between the fluency and accuracy and the measures that should be taken to correct the students'errors.