The Application Of TBLT To English Teaching In Rural Junior Middle School

Task-based Language Teaching(TBLT) is popular in language teaching in the eighties in the twentieth century. It emphasizes learning by doing. In 2001, the State Ministry of Education worked out and issued the English Curriculum for Full-time Compulsory Education in which TBLT is the recommended foreign language teaching approach to be introduced to English teaching in China. So the research on TBLT has been a focus. During the process of TBLT, learners are active. They employ various means and try to make good use of the language in all-round ways. TBLT helps to create a supporting condition that is favorable to language acquisition. Learners use language in a natural and meaningful way. At present, teachers in English classroom pays more attention to TBLT in China. The adaptation of TBLT in junior middle school is absolutely a matter of great significance. However, it is not long before TBLT has been studied in rural middle school in China. How much about TBLT do the teachers in rural junior middle school know? Can they adopt it accurately? How to use it effectively in rural area? How to make an adaptation to suit the situation in China? In order to find out what's going on in English teaching in rural middle school, the author carried out a survey on the teachers and students by the means of questionnaire and conducted a research in rural junior middle school in Ba Bu District, He Zhou for one year in 2005.This paper includes five chapters. Chapter 1 presents the problem—How to use TBLT effectively in rural junior middle school? Chapter 2 introduces the definition, design principles of task and mainly describes the theoretical basis of TBLT,which include second language acquisition,constructivism theory and interlanguage theory. Chapter 3 is mainly concerned with the survey about TBLT in rural junior middle school which is carried out by means of questionnaires and teaching experiment. The study of questionnaire aims at understanding : 1) teachers and students'fundamental conditions; 2) English teachers'knowledge concerning TBLT; 3) teachers'practice of TBLT. And the teaching experiment shows that: 1) TBLT is effective in English in rural junior middle school;2) students' achievement will be improved by using TBLT; 3) students' learning autonomy will be improved, too ;4)the application of TBLT in rural middle school classroom is effective. Chapter 4 is devoted to the suggestions for English teachers in rural middle school to apply the new ideas to their teaching better. They should improve their educational theories and English language knowledge, change their role, strengthen their teaching wit and reflect on their own teaching. Chapter 5 makes a conclusion.