An Empirical Study On Computer-assisted Task-based English Learning In Higher Vocational College

Education of China in 2000, stipulates clearly that HVTE English Course should not only build up a solid linguistic basis for students, but also cultivate their practical language skills, especially the ability to deal with foreign affairs and activities in daily life. However, the traditional approach is still practiced by many teachers in higher vocational colleges, which neither arouses students'interest and initiative nor improves their practical English skills. Therefore, low efficiency in English teaching needs to be solved.Recently more and more teachers in higher vocational colleges have attempted task-based approach in order to get English teaching out of dilemma. Task-based language teaching (TBLT), which became noticed in the 1980's, is an instructional approach with emphasis on"learning by doing". It draws on the researches in second language acquisition as well as concepts from communicative language teaching. It advocates providing learners with a series of communicative tasks to transact. Under the guidance of task goals, by means of communication, interaction and meaning negotiation, learners can improve their communicative competence and ability to solve problems. In the meanwhile, with the rapid development of computer and network technologies computer-assisted language learning (CALL) has displayed its superiority over traditional teaching mode. A wealth of learning resources and interactive learning environment are available to learners, which arouse their interest and facilitate their language learning. By combining CALL and TBLT this research attempts to bring their potential into full play in order to explore effective ways of promoting English learning and hopefully bring in some beneficial initiatives on the reform in English teaching in higher vocational colleges.The thesis is composed of six chapters. At the beginning the author introduces the background to and the purpose of the research. Chapter 1 reviews the development of TBLT, discusses the definitions of task, its components, its classification and principles of TBLT, analyzes Willis' framework for implementing TBLT and related pedagogical proposals, elaborates on its theoretical underpinning - theories in SLA and humanism. Chapter 2 focuses on the necessity and feasibility of combining computer and network technologies with TBLT, pointing out that computer as an assisting means to classroom teaching is able to promote task-based learning. In Chapter 3, following the analysis of the status quo of English learning in higher vocational colleges the author proposes task types appropriate to this group of college students and some considerations in task design. Then a 5-stage pedagogical proposal is put forward to implement computer-assisted task-based learning with a sample analyzed. Chapter 4 introduces the empirical study by the author. Non-English majors from two classes in a higher vocational college were chosen for the teaching experiment. The author treated the experimental class with task-based approach in CALL environment and the control class with traditional approach. After one-term treatment a written test and an oral test were implemented to compare the difference between two classes by use of independent-samples t-test. Moreover, a questionnaire survey was implemented to investigate students'motivation in learning. Based on the data collected the author made a detailed analysis and discussion. Chapters 5 and 6 deal with the implication and conclusion of the research. The author summarizes the advantages of computer-assisted task-based learning and some concerns in implementing this approach, points out problems which need to be solved. The thesis concludes that computer-assisted task-based learning can not only improve learners'English proficiency, but also effectively enhance their motivation to learn English.