Application Of TBLT In Teaching English Reading In Junior Middle School

Reading comprehension is so important in learning English that the New National English Curriculum Standard considers promoting the students'reading comprehension as one of the most important goals in teaching English. The Task-Based Language Teaching (TBLT) emphasizes that learning by doing motivates the students to tap their potential to study. The students should master the language by using it to communicate in the classroom, while still learning grammar and building up their vocabulary.Researchers have proposed different approaches to teaching reading. The author of this paper thinks that application of TBLT is a better way to teach English reading because it involves the students during the process of language learning and motivate students to develop their analytical and problem solving skills.Full understanding of TBLT is the prerequisite for its application. So the paper first probes into relevant theory, including the theoretical bases, tasks and principles of Task-Based Language Teaching. Then the thesis explores the application of Task-Based language teaching, designing appropriate and efficient reading tasks as the core. Based on models of the reading process and the principles of task design, the thesis offers examples designed in the reading classroom. To bear testimony to the hypothesis that Task-Based Language Teaching is more effective than the traditional teaching method in improving students'reading comprehension ability, the current thesis seeks to get approval by means of carrying out a Task-Based Language Teaching reading experiment in one class of Junior 2 from NO.42 Middle School in Shijiazhuang.The results of the experiment show that the experimental class that adopts Task-Based Language Teaching has made more remarkable progress than the control class using the traditional teaching method. This indicates Task-Based Language Teaching can be used in the reading classroom effectively and that students'reading level can be increased by designing different and proper tasks.However, there are some short- comings in the process of performing tasks: The samples are limited. One semester of experimentation is too short. Some students'thinking ability becomes weaker. Problems such as how to group learners effectively and how to let every learner participate need further research.