A Study Of Task-based Language Teaching In Higher Vocational English Teaching

Higher Vocational Education (HVE) in China has been developing at a rapid rate since the 1990's and is playing an increasingly important role in improving the education quality of millions of Chinese students. However, the present English teaching approaches in Higher Vocational College (HVC) seem unsuitable for the objective of HVC English teaching stated in The Basic Requirements for HVE English Course issued by China's Ministry of Education in 2000, the purpose of which is to train the students' overall proficiency and communicative competence.More and more experts and English teachers have been trying and researching new models suitable for HVC English teaching to change the situation. Extensive studies have been centered on Task-based Language Teaching (TBLT) since the 1980's. Generally speaking, previous studies on TBLT mainly included definitions, components, types and features of tasks and features, principles and pedagogical proposals of TBLT. At present, more and more experts and teachers regard TBLT as one of the most effective teaching approaches and have been making explorations on its application in universities and middle schools. However, few studies have explored its application in HVC context in China.Given such situation, this study was conducted among 120 non-English-major vocational college students to explore the application of TBLT in HVC, especially to explore an effective and feasible model and how to implement it correctly to achieve best results so as to improve the quality of HVC English teaching and learning and realize the objective of HVE. The empirical experiment consists of two parts: two tests and questionnaire survey, through which the wanted data are obtained.The results of the study show that compared with traditional teaching approaches, TBLT can help students to raise overall proficiency in English, especially can improve students' communicative abilities in English and TBLT can also arouse and enhance students' interest and self-confidence which are of great significance to foreign language learning. Such findings may provide policy maker, institutes, teachers and students with some implications. It is hoped that the relevant government should advocate TBLT in HVC to further reforms and innovations of English teaching, that institutes are supposed to offer teachers more convenience and support, invest more money to improve English teaching and learning environment through recruiting more qualified full-time English teachers and providing more teacher-training opportunities, etc. As for HVC English teachers, they should take great effort and energy to design good tasks, help students develop positive English learning interest and good attitudes, help students set appropriate English learning goals, try to create a pleasant classroom environment. As for students, it is critical for them to engage in class activities. Also, they should throw away the habit of depending on teachers.The thesis ends with its summary and a description of its limitations. It finally points out that the studies on TBLT should be continued to testify whether TBLT is effective under different conditions in HVC English teaching.