Task-Based Language Teaching & ELT Reform In Middle Schools

In recent years, a mighty curriculum reform in compulsory education is being carried out in China. Of course, English subject is not an exception. The New English Curriculum Standard highly advocates the use of Task-Based Language Teaching (TBLT), in which teachers involve the students'active participation in the task performance so as to help them learn English through doing things such as thinking, discussing, cooperating and communicating and so on. The study of Task-Based Language Teaching began in the late 1970s or the early 1980s. A number of scholars have studied in this area and gained a lot of achievements. They are Allwright (1980), Prabhu (1984,1987), Long (1981, 1983, 1985, 1989), Crookes (1986), Crookes & Gass(1993), Breen (1987), Candlin(1987), Duff (1986), Ellis (1985), Foley (1991), Skehan (1996, 1998), Foster & Skehan (1996), Wilson (1986), Willis(1998), Wright (1987), Nunan (1985, 1988,1989, 1993, 1999) etc. But up to the end of the last century, this teaching approach came to our country. Nowadays, TBLT is being implemented in different areas in China. In order to carry out new curriculum Standard and to be sure to develop TBLT, we also organize the scientific research group and we have undergone a series of ELT reform activities with the support of Affiliated Middle School of Guangxi Normal University (GXNU). After more than one year's research and experiment, we have worked out the advantages and the disadvantages of TBLT, and experienced the happiness and the worry in the process of our experimental implementation of TBLT. This thesis mainly includes the following: The whole paper consists of four chapters. Chapter 1 is an introduction that mainly states the backdrop, research situation about TBLT at home and abroad. In Chapter 2 the author analyses the frame of TBLT in detail including the basic definition of a task and TBLT; the distinctions between an exercise and a task; the components of a task; the types and the features of a task; and the theoretical assumption of TBLT. Chapter 3 is the key section of the thesis, which deals with the experimental implementation of TBLT in the junior section of Affiliated Middle School of GXNU. This chapter includes the general descriptions of the experimental classes, predictable achievements and the initial achievements of the experimental project. The author also summarizes systematically the findings in implementing TBLT, which includes: (1) eight advantages of implementing TBLT; (2) eight disadvantages of implementing TBLT; (3) eight countermeasures in implementing TBLT; and (4) the principles of task designing; (5) a suggested TBLT pattern, which we name Get Ready, Listen In, Say It Right, Talk Some More, Focus In, and Home task and which we think is more suitable for ELT in primary schools and secondary schools in China. Meanwhile, we also present a real teaching sample. Chapter 4 is the conclusion of the thesis. Now, we are launching TBLT research and practice. We have got the support of Ms Liu Xiaona coming from Guilin City Educational Bureau. In March, 2003, we held some demonstration classes on TBLT and invited many junior English teachers in Guilin to observe the classes and discuss about the classes as well. My supervisor and consultant, Prof.Li Xiao was also present and gave us a lot of instructions and suggestions in the implementation of TBLT. We were so moved that we made a decision to cut the buck. Now we are making a greater and faster reform in TBLT so as to consummate this approach. Finally, we hope that 'this new revolution'of TBLT can be widely used and developed in middle schools in Guangxi, even all over the country.