Application Of Task-Based Instruction To English Vocabulary Teaching In Vocational School

Vocabulary is the basic element of language communication. Mastering the vocabulary is one of the key factors for learning a language. However, it has been the most difficult aspect and the biggest problems the language learners encounter in the process of their language learning and their daily communication, especial in various English tests. Usually, the teacher just use simple conventional method to teach vocabulary in class. Teacher explains and students just listen, repeat and recite. They have spent much time on memorizing vocabulary, but they have gained little. Exploring and reviewing the effective English vocabulary learning methods is an important factor to lessen the burden of students' and improve the quality of English learning efficiency. Professionals have made a large number of researches about learning English of vocabulary from different aspects, but little has been done to investigate the vocabulary teaching in vocational school In recent years, the study of Task-Based Language Learning and teaching has attracted more and more both professionals and practioners. It integrates form-focused instruction with meaning-focused instruction, through learners carrying out a series of communicative tasks designed by teacher. The thesis, on the base of the prior researches, following the theories of linguistics and psychology, explores the vocabulary teaching by Task-Based Instruction in Chinese vocational school, so as to solve the problems in vocabulary teaching.This thesis attempted to investigate to what extent Task-Based Approach is more effective than the conventional way in English vocabulary teaching as a foreign language in large class in vocational school in China .The participants' attitude towards the newly-adopted approach and the task's forms is also taken into consideretion..The finding of this research indicate that Task-Based Approach is helpful for the students to learn the vocabulary, to memorize, and use the English vocabulary. Theeffectiveness of using Task-Based Instruction in vocabulary teaching is much better than that by using conventional approach. At the same time, the author has found from questionnaire and classroom observations that all the students in the experimental group take a more active participation in their learning activities than these in the control group. However, there are indeed some weak points in group-work activities. Fiest, class is so large, there are so many students in one class, so it's very difficult to control;Second, it's of great problem to have feedback from all students;Third, the Chinese students are comparatively more passive. It seems that how to group learners effectively and how to manage it is of great significance for the teachers.Several pedagogical implications and suggestions on how to undertake Task-Based Language Teaching effectively in foreign language classroom are provided in the last part of this thesis.