A Task-Based Language Study On Oral English Teaching In Junior Middle School

The key purpose of language teaching is that the learners acquire the language through communicating, and by this way to get the aim of using the language. As we all known, we master the language during the period of using. This makes learners'tasks extended:They not only have to master the structures of the language but also develop the communicative abilities of using the language. At the same time, language teachers'roles have also been extended: They not only have to teach the students grammar points but also enrich teaching environment to create better context of acquiring language for the students. In order to meet the needs, at the end of 1970's to the very beginning of 1980's, Task-Based Language Teaching was born in second language teaching in North America and some countries of Europe. Task-Based Language Teaching sees tasks as teaching methods, creates a supporting environment of language acquisition and interior understanding for the students, and accelerates natural and meaningful language use of the language learners. The approach came to China at the end of 1990's. With the birth of our country's New Course Standard for English, most English teachers and related researchers engaged in the research and practice work of Task-Based Language Teaching. But because all kinds of limited factors, English oral teaching has been the weak point of our country's Middle School English teaching. Many Middle School students feel that it is difficult to master the oral English skill , even some high score students in English can't using English to communicate with others smoothly. In order to solve the contradiction, the State Educational Ministry pointed out clearly in Newly -revised Teaching Syllabus in 2003: advocating TBLT approach in English teaching; implementing comprehensive language using abilities in teaching process; advocating learning style of experience, proactive, participating, interaction and cooperation, fulfilling the aim of tasks and feeling a sense of success.Through the analysis of document, the author gets to know that there is some research built on TBLT in China. But at present, the research of TBLT in China is restricted in writing and reading, and the only researches on spoken English is carried out in Senior Middle School and in college. Therefore, the present study aims at adopting TBLT in Junior Middle School for the purpose of improving the students'oral English ability. The author conducted the methods of document analysis, questionnaire and experiment to the Senior students in Grade two of Beijing Mentougou Dayu Middle School. The experiment lasted four months. The data was analysized by using spss 13.0.As the result, it is proved that TBLT can build a good circumstance for oral English teaching and learning and improve students'motivation and confidence in English-speaking. And as a by-product, it also makes remarkable contributions to students'listening comprehension and a positive impact on the development of the integred linguistic skills.