Action Research On Task-based Language Teaching For English Teaching And Learning In Senior High School

This paper, based on our high school English teaching practice, "English curriculum standards" as the basis, through the teaching to identify problems and to analyse the current situation, discovers suitable for China's current English teaching reform, the best way - task-based language teaching. Using this teaching method can guide the teaching practice of high school English teachers, inspire students to learn English, enhance self-confidence, foster cooperation consciousness and develop comprehensive language students, thus raising the area of English teaching quality.This paper is divided into three parts to carry on the elaboration. First of all, it elaborates the basic principles of task-based language teaching. Secondly, through education theory, psychology theory, as well as the comparison of schools teaching and research, according to my teaching practices: the utilization of task -based language teaching principle in two Senior-Grade-Two classes, English teaching action research has been conducted. This paper also analyzes the high school English teaching method in the implementation of the mandate of strengths and weaknesses. The paper points out that designing the teaching, according to task-based activities, can cause the students to learn and utilize English so that it can let the students obtain the sense of achievements unceasingly. In the mission of the teaching course of implementation, according to different class types (listening class, speaking class, reading class and writing class), take appropriate teaching methods: strong or weak form of task-based language teaching. Then, through observation, interviews, questionnaires and other forms to adjust teaching plan, the tasks are even more real in the life of the classroom and the teaching results are more effective. During the teaching, the four basic literacy skills are organically integrated and the students'integrating language ability is well trained. After one-semester practice teaching, student test scores, motivation, learning ways, learning attitudes and self-confidence have been significantly enhanced. Of course, because task-based language teaching method is imported and in our country English teaching practice time is not very long, it is quite difficult to implement. The practice of teaching needs to be developed further and perfected in the future.