The Study On Problems And Countermeasures During The Course Of Implementation Of Task-based Language Teaching In Country Junior High School

China's Ministry of Education promulgated the Standard of English Curriculum for Full-time Compulsory Education in 2001.It definitely point out that instructors should try their best to put TBLT(task-based language teaching) in practice in order to develop students' integrated language ability instead of indoctrinating linguistry only.TBLT refers to a type of language teaching approach which takes 'tasks' as its key units.It emphasizes that students learn and use the target language during the course of doing the real and significative tasks,which is called 'learning by doing'.These real and significative tasks are similar to those in daily life,which ensures that the tasks possess the features of real communication.All this is supposed to be helpful in training learners' integrated competence.Now,the domestic research on TBLT mostly centralize in city and the developed region. Because of many reasons,the application of TBLT in most country schools comparatively lags. And the study is also less than that in city schools.But comparatively lagging is unequal to zero. Today,eight years after TBLT is sparkpluged,what is the scene of the approach is practiced in country middle schools like? What are the problems yet? What are the causes? How to solve? All these questions should be thought and emphasized.The thesis is mainly made up of four chapters:Chapter 1 is a general description of the thesis,which consists the origin,the summarization of the research of TBLT inside and outside of our country,and the research methods.Chapter 2 presents the definitions of TBLT which include broad sense and narrow sense. According to the English Curriculum Standard,the definition of TBLT in the thesis is the narrow one.In addition,the chapter refers to the difference between TBLT and the traditional 3P approach.Chapter 3 analysis the main problems in the course of the application of TBLT in the classroom and the causes.The problems are the insufficiency of preparation in pre-task phase;the neglect of grouping,inappropriate instruction and unitary evaluation during the task phase;the lack of language focus in post-task phase.The causes can be summarized as:there are some false suppositions in teachers' minds;teachers' instructing concept should be reformed;teachers know little theory about TBLT;the ability of the teachers themselves should be developed;teachers' working time and energy is limited and so on.Chapter 4 is the countermeasures solving these problems which include emphasizing teachers' cultivation,developing their ability;stimulating teachers' zest for vocation;constructing rational evaluation system;improving teaching conditions and intensifying the applied research of TBLT theories in our country.