A Survey Of TBLT Implementation In Rural Junior Middle Schools In Nanning City, Guangxi

The New English Curriculum Standards was implemented in 2001, which recommends Task-based Language Teaching (TBLT) as a main teaching approach for English teaching, and a complete curriculum reform in compulsory education has been widely put into effect since 2005. However, lots of difficulties and hindrance have been found in TBLT implementation in rural junior middle schools. At the meantime, the study shows that fewer researches and works have been made on TBLT implementation in developing areas in China, especially in rural areas.Then how is TBLT implemented, what is the actual effect of TBLT, what are the problems in implementation, and how should we deal with these problems? To get answers to these questions is the goal of study. Based on TBLT theory and the review of the present situation of the research on TBLT at home and abroad, the author made a survey of the actual situation of TBLT implementation in the rural junior middle schools and then makes some recommendations.The object of study is the six rural junior middle schools in Nanning City, the sample is 30 teachers of six rural junior middle schools in Xingning District of all the six ones; the methods of research are questionnaires, interviews and observations; the study involves teachers'quality, external conditions for TBLT implementation, effects of TBLT implementation and the main factors restricting TBLT implementation.The survey on the present situation of TBLT implementation shows: all the teachers investigated know about TBLT more or less and most of them hold positive attitudes towards it; however, many teachers have not got a scientific and systematical knowledge of TBLT theory due to the lack of funds and inadequate emphasis on teachers'training as well as guide from experts; the shortage of teaching resources is another obstacle. In addition, the data of the actual effects of TBLT indicates: TBLT is believed to function positively on students'interest and oral English but little on written English. Combining the information from the questionnaire, interviews and observations, the author has found out some misbeliefs of TBLT and some problems in practical operation on TBLT: the major problems include that the task designed for students tend to be too difficult or too simple, and that most of the low-level students usually have few chances to experience success by using English in the group activities; some misbeliefs are list below"TBLT can only be effectively employed in small-scaled classes with good-quality students","TBLT is not suitable in rural schools without adequate teaching resources","TBLT rejects traditional teaching methods focusing little on language knowledge and grammar","TBLT only benefits improving students'interest and oral English but not written English","encouraging TBLT means organizing activities in each class".Colligating all the data and information, the author has found out the main factors restricting TBLT implementation as follows, which cover subjective factors and objective factors. Subjective factors mainly include teachers'lack of deep knowledge and systematical theory of TBLT, teachers'narrow range of knowledge and inadequate classroom teaching skills for TBLT implementation and teachers'lack of awareness and competence in research. The following mentioned belong to objective factors: students'low qualities, teachers'overwork, lack of adequate teaching equipment and abundant resources owing to deficient funds invested by local schools and higher authorities, inadequate training and research on TBLT due to the disregardfulness by local schools and higher authorities, and incongruity between the present evaluation system and TBLT.On the basis of the analysis above, some recommendations are made as follows. First, local schools and higher authorities should pay more attention to the TBLT implementation and do take some measures. The local higher authorities are advised to extend to rural schools preferential policies and measures as well as funds, make an improvement on the textbooks by higher authorities, develop school-based training and research with the guide of experts; and the local schools are to create a more pleasant and harmonious learning and teaching environment by reducing teachers'workload, advocating and encouraging various teaching activities, as well as balancing the evaluation system and TBLT.Next, English teachers'self-access development is the key point as well as the most important and effective way. The following"Three Approaches"and"Three Tenets"may be helpful for individual teachers to refresh their teaching ideas, deepen the knowledge of TBLT, broaden their horizons, abound teaching resources, improve their teaching methods, advance their professional skills, and perfect their oral English. Three approaches consist of self-learning, lectures and observation; Three Tenets cover reflection,collaboration and action.