The Construction And Application Of Task-based Language Teaching Model In Higher Vocational College English Teaching

Task-based language teaching(TBLT) emerges in the early 1980s. The communicative task itself is central to this approach. The essence of task-based language teaching is a process of "learning by doing", in which learners engage in naturalistic learning through experiencing and exploring language. TBLT approach reflects the change of teaching goals from language structural goals to language functional goals in EFL teaching. Its emphasis converts from teaching methods to learning methods. It embodies the shiftiness from What to learn to How to learn. TBLT requires the training of language knowledge and utterance skills, at the same time it also lays stress on the cultivation of learners' ability of language using. TBLT approach has a prominent status in English as a Foreign Language (EFL) teaching. It challenges the current English teaching reality in China which is still language-centered, teacher-centered and text-centered. In the new National English Curriculum Standards(2001), as a recommended foreign language teaching approach, TBLT is introduced to primary and secondary English education in China. Since then many schools have been carrying out task-based teaching reform.This research carries out TBLT approach in EFL for higher vocational college. Under the guidance of this theory and taking into account the real situation of higher vocational college English teaching, this thesis sets up a task-based language teaching model with reference to the framework of TBLT by Jane Willis. It tries to confirm its feasibility and effectiveness in EFL for higher vocational college so as to provide reference for other teachers who are practicing this kind of teaching model. Analysis of domestic and overseas reference documents, analysis of what is drawn from the experiment and survey of the questionnaires are the three methods adopted in this research.This thesis consists of six parts. The first chapter presents the background and purpose of this research and the framework of the thesis. The second chapter introduces the present situation of research on TBLT approach both home and abroad and gives the theoretical base for the whole research by reviewing the development of task-based language teaching theory. The third chapter analyses the present condition of English teaching in higher vocational college and states the possibilities and necessities of the TBLT approach in higher vocational college. The fourth chapter illustrates in detail the characteristics and principles of TBLT approach, and describes the three stage procedures in task-based language teaching framework by Jane Willis. A workable framework for its implementation is provided in this part. And it also gives a real teaching case to show how the practical TBLT approach is carried out in classroom in higher vocational college. The fifth chapter presents the experimental procedures. By means of comparison of the examination results and analysis of the questionnaires between the experimental class and controlled class, the writer holds the view that task-based language teaching model is beneficial to arouse students' interest and motive in English learning. It is an effective approach to develop students' integrative language skills. Therefore, the writer believes that it has a positive significance to apply TBLT theory into teaching practice in higher vocational college. The last chapter concludes the advantages and restrictions shown in practice and application of task-based language teaching model in higher vocational college. And it also poses the problems that need further researching.