A Study On Application Of Task-based Language Teaching In Oral English Teaching In Senior High School

Task-based language teaching approach, combining the advantages of both traditional and modern language teaching theories, allows students to learn and use the language by a series of interactive tasks, emphasizing on communicative activities which made the aims of study as a guide under the real situation. Students can learn, analyze, understand and use language by self-directed learning. During the learning process, the emphases are on the understanding of the meaning rather than the learning style. Learning from "doing-it" is the key to learn language. The interactive learning styles will be promoted, i.e. learning from experiencing, practising, participating, communicating and co-operating. Students can learn language by using language, finding and solving problems, understanding language, hence sensing and experiencing the success of learning at the finishing of a task.Nowadays, in China, many books and articles have been written on the adoption of the Task-Based Approach in reading or writing, yet few of them have a systematic study of the application of the Task-Based Approach to oral English teaching. What this thesis focuses on is the application of Task-Based Approach to oral English teaching in senior high schools. It provides a detailed study on the literature review of Task-Based Approach. It makes an analysis of what is drawn from the experimental teaching, and designs a questionnaire to have feedback of the application of Task-Based Approach to oral English teaching in senior high schools. Analysis of domestic and overseas reference documents and survey of the questionnaires were two methods adopted in the study. The teaching procedures applied to senior oral classes were based on the framework of Jane Willis and Skehan. Then, experiments were conducted with field surveys, and data analysis was made concerning the advantages and disadvantages of the practical use of task-based learning. Lots of works and figures show that this kind of teaching approach is an advanced and efficient one which puts students in the first place and which reflects the language value. It proves that the Task-Based Approach is effective in enhancing the students' oral English competence. The author asserts that the Task-Based Approach, whether in theory or in practice, will be continuing to exert fundamental influence on oral English teaching and learning in China.