Task-Based Approach In English Reading Classes

Task-based approach (hereinafter called TBA) has become a heated topic in second language acquisition and EFL teaching. In the past 20years and over, many experts in applied linguistics not only do research into task-based approach in theory but also explore it in practice. A lot of volumes of literatures have come into being thanks to their contribution to this field of linguistics. But in EFL teaching in middle schools, many teachers do not know much about it for lack of training. They are still employing the traditional way of teaching in reading class, which does not benefit the students and is not in agreement with the New National Criterion for English Course. Therefore, the author reckons that it is of great importance to elaborate on task-based approach to make sure that more English teachers know about it and integrate it into their English teaching. This present thesis introduces a lot of literatures concerning task-based approach, makes an analysis of what is drawn from the experiment, and designs a questionnaire to have feedback of the implementation of task-based approach in the English reading class in the middle school. At the very beginning of the thesis, the author lists different definitions of "task" by the experts. On the basis of these, the author summaries her own view. Then, a lot of studies into the theoretical foundation of task-based approach, its guiding principles, task selection are also introduced to guarantee that the teachers in the middle school can have a comprehensive knowledge of the task-based approach.The emphasis of this thesis is on the implementation of task-based approach in the reading class in Senior One. The author lists six kinds of tasks and gives some examples, hoping to give some guidance to the teachers in the middle school.At the end of the thesis, the author gives her suggestions of implementing the task-based approach, which may not be perfect.