An Empirical Research On The Implication Oftask-based Language Teaching For The Motivation Of Non-english Majors' Oral English Learning

It is urgent to improve college students'capability of practical application of English for the demands of the deeper development of our economy and culture. Teaching Requirement of College English Curriculum (proposed) in 2007 points out that the aim of college English teaching is to develop college students'integrative capability, especially in the sense of listening and speaking, and enable them to effectively exchange information in English, both spoken and written, in their future professions and social life. It is a significant variation in the direction of China's college English teaching, of which the first and foremost step is fueling students'motivation in learning English.Based on the above statement, the author attempts to develop a research on the influence of Task-based Language Teaching on students'motivation in learning speaking English. Its steps are as follows: First, two classes were chosen as experimental class and control class on the basis of their similar performances in IELTS speaking test, then an Attitude/Motivation Test Battery (AMTB), the pre-test, was conducted to the two classes; second, different teaching approaches were applied to the two classes—Task-based Language Teaching for the experimental class and traditional teaching approach PPP (Presentation, Practice, Production) for the control class, while certain number of students from both classes were interviewed by the researcher; third, post oral test and post questionnaire were conducted to the two classes and comparisons made.Major findings include: (1) Task-based Language Teaching is effective and feasible in improving college students'learning motivation; (2) The effectiveness of TBLT largely depends on the teacher who applies it and the task it applies; (3) attitude towards foreign culture and user anxiety undergo the most drastic change after the experiment; (4) Self-study awareness witnessed the least change after the experiment.Finally, suggestions were proposed to tackle with inherent drawbacks in this research, enhancing teacher's training so as to reduce the randomness of test effects, using a larger sample, lengthening the experiment are some among them.