On TBLT Of College English Based On Meaning Negotiation

In recent years, with the rise of task-based language teaching (TBLT) and the exploration of the meaning negotiation for the purpose of carrying out tasks successfully, the field of Second Language Acquisition has witnessed the emergence of task types, task characteristics and meaning negotiation. The characteristics of task itself and the information processing model of language learning underlie the rational of jointing task-based instruction with the process of meaning negotiation.Since there is general agreement that task types and characteristics can facilitate meaning negotiation, much of the research on task types and characteristic has been conducted. So it is very important to find which tasks are likely to provide subjects with opportunities of meaning negotiation. The current research combines TBLT with meaning negotiation and explores the influence of task types and task characteristics on meaning negotiation. The results conducted in the research are supposed to be beneficial for college teachers. The present research consists of the following five chapters:Chapter One briefly introduces the background, scope, significance and the frame of the research. It states that meaning negotiation is the key to carrying out tasks successfully.Chapter Two reviews some theoretical knowledge followed by our research: Comprehensible Input Hypothesis, Output Hypothesis and Interaction Hypothesis. The the definition of tasks, characteristics of tasks and principles of designing tasks are introduced in this part. The major strategies of meaning negotiation are also put forward in this chapter.Chapter Three is the research method. It serves as an introduction and detailed narration of the methods of linguistic data collection, specific process and the subject matter being explored. All the quantitative data were processed by SPSS for windows 13.0.The key chapter is Chapter Four. The results conducted in this research show that subjects do take such meaning negotiation strategies as clarification requests, confirmation checks and comprehension checks to avoid conversational trouble. Among the four types of tasks conducted in the research, two-way tasks are better than one-way tasks and closed tasks are superior to open tasks in promoting subjects' meaning negotiation; task difficulty and task complexity are negatively correlated to subjects' accuracy and fluency to varying degree, but positively related to the complexity in language production. The more task complexity, the less confidence subjects have, which impels subjects to use more negotiation strategies.Chapter Five summarizes the implications as well as limitations and points out further research.In short, some valuable implications drawn from the results and discussion in the investigation shed light on some constructive measures for promoting meaning negotiation in TBLT, such as giving priority to two-way tasks and closed tasks , adjusting teachers' roles and selecting proper task characteristics. The research contributes to college English teaching and helps further understand the interrelationship among task types, task characteristics and meaning negotiation and is also of obvious pedagogic efficiency.