The Application Of Task-based Approach In Senior Middle School

Task-based approach has been widely adopted since 1980's, and it is also the approach recommended to be applied in senior middle schools by China's Ministry of Education. This thesis attempts to explore the necessity and implementation of Task-based approach in ELT in senior middle schools.To start with, the thesis makes an elaborate comparison among ELT approaches, especially between the structural approach and the communicative approach. Structural approach puts emphasis on language forms, and on facilitating internalization process, while the communicative approach focuses on creating conditions for negotiation and on communicative activities. Compared with the structural approach, the communicative approach concerns more about the cultivation of learners' communicative competence. However, it neglects treating of learners' language accuracy. Task-based approach, which was developed from the communicative approach, with an awareness of its shortcoming, pays appropriate attention to language form and the cultivation of communicative competence.Next, the author gives an introduction of task-based approach, and discusses the necessity of application of task-based approach in senior middle schools. Task-based learning is one of the principles in communicative approach. At first, Praubhu put it into the practice of English teaching, and formed task-based approach. Improved by cognitive theories, it became a comprehensive approach with the merit of both structural and communicative approach. In task-based approach, teaching in classroom is mainly organized through tasks, and then learning abuui language is aiso driven oy tastes. At the same time, many other factors are considered, such as emotion, cognitive ability, etc.A large space of the thesis is also devoted to discussing the application of task-based approach in senior middle schools. According to the principles andmodels in task-based approach, the author suggests 5 steps in English teaching. That is, presentation of task, preparation before task, implement action of task, summary after task and language focus. Before task, the knowledge about language should be prepared as well as the contents of the task. During task, the teacher supervises and urges learners to finish the task. After task, learners present outcomes of the task, which will be assessed by the teacher. In language focus, learners practice and consolidate the language, which have appeared in the task. In task-based approach, learners are the masters of their learning, while the teacher is a helper, a tutor, who can and only can create an appropriate condition for language learning. Meanwhile, learners' motivation and interest are stimulated, and the cognitive ability is developed. All this will be the real wealth for their further development.