An Experimental Study On Task-based English Teaching In Vocational High Schools

Since the innovation of the English teaching in China, teachers of English have been exposed to different teaching styles. The textbooks have been changed several times and the teaching methods have also altered. In order to avoid confusion brought about by implementation of the new policy, China's New Revised Curriculum for Middle Schools explicitly stipulates that "Task-based Language Learning" approach should be advocated to develop students' comprehensive abilities in using a language. The emphasis on Task-based Language Learning is found not only in China but also in some other countries and regions, such as the USA, Canada, Singapore, Hong Kong and so on.Up to the present, many problems still exist in the teaching of English in vocational schools. One of the main problems is that most of the teachers are still using traditional methods, such as drill and repetition, learning word lists, choral response etc. to teach students the language points and expressions because they want to increase the students' store of language. As a result, students find the lessons boring and consequently they have little interest in learning English.This paper proposes a task-based learning (TBL) model based on Jane Willis' (1996) framework. It can be theoretically explained from the perspectives of language acquisition theory, social constructivism, and curriculum development theory.According to language acquisition theory, learners actually need opportunities to practice language in different contexts, they also need to use these established expressions in different situations and settings, so that their own language system can be developed.Social constructivists regard learning as a social and collaborative process. Curriculum theory emphasizes the interdependence of knowledge and values and stresses the importance of learning as a social process. All these approaches were proposed in task-based instruction.The literature review shows that although task-based learning has been advocated in academic circles, the relative research on classroom research, especially in vocational schools appears very sparse. In view of this, this paper carried out an experimental research on task-based learning in vocational schools to establish whether TBL helps to build up the students' motivation and self-confidence, to improve the students' learning ability, and whether task-based learning is effective.The research instruments adopted in this paper were pre-test/post-test design with an experimental class and control class, a questionnaire and an interview. A pre-test was given to the seven classes in Senior Grade One in Fuyang Teachers' Training School. Then, two classes, whose English proficiency and listening, speaking, reading and writing exhibited no significant difference, were chosen as the participants, one as the experimental class and the other as the control class. The study was conducted over a six-month period, and at the end of it, a post-test was held and the observation was again made. The post Independent-Samples T Test indicates great significance appeared in the learning quality between the two classes. Paired-Samples T Test proved that task-based learning brought about significant changes in the students' listening, speaking, reading and writing. In addition, the questionnaire and the interview showed that the participants hold a positive attitude towards task-based learning. The research suggests that TBL is effective in arousing students' learning interest, to improve students' self-confidence and learning ability. Based on the findings of this project, it is worth extending.