A Study On The Art Of Lead-in Language In Senior High School EFL Classroom Within The Framework Of Task-based Language Teaching

The art of lead-in language means that the teacher uses interesting, effective and positive language at the beginning of the class or before teaching new knowledge. Consisting of verbal and nonverbal parts, the artful lead-in language will arouse students'attention, stir up their interests, enhance their motivation, and help them to clarify the purpose of lesson and establish the relationship between the lead-in language and knowledge points of the lesson. However, the current level of teachers'lead-in language is not quite satisfactory and many problems in the English class are caused by the improper lead-in language which lacks appropriate and effective theoretical support, which will justify why this paper attempts to prove whether Task-based Language Teaching is an effective approach to guide the lead-in language art in senior high school English classroom.Since 1980s, TBLT has been widely spread abroad and have aroused great interests of many researchers. The traditional English teaching mainly focuses on the explanation given by the teacher, which put students in a passive place. TBLT suggests that effective language learning is experimental rather than instructional. It emphasizes "Learning through doing" and leaves learners to experience the target language and constructs language system by themselves. A lot of present researches are focused on the theoretical exploration of TBLT, while its applied research on the lead-in language art in the senior high school English classroom is hardly mentioned, which is why this thesis try to explore the application of TBLT to the art of lead-in language in senior high school EFL classroom.With the methodology of qualitative analysis, the author conducted a questionnaire firstly, which 180 students in Anyang No.1 Senior High School were chosen to finish the questionnaire, which proves the importance of lead-in language and language qualifications of English teachers within the framework of TBLT. Later, In order to further prove that TBLT is an effective approach guiding the lead-in language art in senior high school EFL classroom, another questionnaire is adopted with 50 students of Grade 1 of this school involved. The questionnaire 1 proves that the teacher have not a good command of lead-in language art in senior high school EFL classroom. And the second questionnaire shows that students have understood and experienced the advantage of lead-in language art. Thus, the TBLT that proposes learning through doing provides a possibility for the realization of lead-in language art in senior high school EFL classroom.