Task-Based Learning In Jefc Teaching

In recent years increasing numbers of teachers, in all subjects, have been looking for ways to change the traditional forms of instruction in which knowledge is transmitted, in a one-way process, from a dominant teacher to a class of silent, obedient, "passive" learners. They have sought ways to make the classroom more "student-centered" and have investigated the different ways in which students can play more active roles in discovering and processing knowledge. They believe that "teaching efficiency is improved when the learners and their learning are the focus of attention instead of the teacher and his/her teaching" and "learning is most effective when learners take an active role in the learning process". This desire to make learning more student-centered is reflected in widespread attempts, in different areas of the curriculum, to introduce approaches which engage students actively in the learning process. The one currently best known in this respect is called 'task-based learning (TBL)'.'English Curriculum Standard' which has been published recently in our country recommends implementing Task-based Approach in English teaching so as to do things with words and foster students' comprehensive competence of using the language. I write this article to talk about Task-based Approach and the application in JEFC(Junior English for China) teaching and attempt to explore the experts' theory and principles on TBL.In the first part, the prime concern is about some aspects of TBL approach: the definition, features, framework, classification, complexity and authenticity of tasks; the 'why', the 'how' of adopting TBL and the principles, phases, pedagogic goals of a TBL lesson and also the grammar teaching. It will give a minute description and detailed knowledge of 'task' and TBL.In the second part, I will explore the application of TBL in JEFC teaching. According to the 'English Curriculum Standard', I will explain the significance of adopting TBL mode and the reason for the adopting in JEFC and what a good learning task is. Another emphasis is how to design tasks. Besides five principles when designing tasks, I will discuss the design oftwo common types of tasks and introduce seven specific task activities. Then I will discuss the application of TBL in some special classes: listening, reading and writing. Special attention is focused on the assessment in a TBL lesson.In this article, I study the theory with practice. After the research on the theory of TBL and the application of TBL, I will analyze the experiment I did last term through which I have found that the TBL approach is suitable for the JEFC teaching. It enhanced the students' interest and fostered their learning motivation and improved the students' competence of English application, especially in listening, reading and speaking. We should adopt it and meanwhile we can't reject the traditional approach during English teaching. We should apply TBL approach dialectically, especially in the aspect of assessment during which the two types of assessment (i.e. performance assessment and summative assessment) should exist simultaneously.