Applications Of Task-based Instruction (TBI) In The Senior Middle School English Classes

With China's entry to the World Trade Organization, English learning has been much valued both by students and the whole society. Students usually devote much time learning English but don't achieve rewards worthwhile. They often focus too much on language knowledge rather than language skills, especially communicative competence, which in turn leads to the low efficient acquisition of English as a second language. This thesis will analyze present situation of English teaching and argue that present situation is due to several factors including our long established teaching in China method-Grammar Translation Method (GMT); typical Chinese learning styles; and National Matriculation Entering Test (NMET).This thesis theoretically review the development of English teaching, which experienced cognitive approach, communicative approach and different models of instruction; learning process, which develops from behavioral approach, cognitive approach and functional approach. It argues that to solve present problem, Task-based instruction (TBI) will be a very efficient solution. It further explains the definition of task, task classifications and task cycles. Besides, since Task-based syllabus design and material design are very important to the application of Task-based instruction(TBI), it also deals with task based syllabus design principles and material design principles.The thesis mentions some points we should pay attention to in the application of Task-based instruction(TBI) in senior middle school English class, including the procedure of Task-based instruction (TBI) in class, how to select proper tasks, how to deal with individual differences, teacher's role in Task-based instruction(TBI) and how to assess output of Task-based instruction.The last chapter of this thesis concludes the whole paper and proposes some possibility for further research.