A Survey On The Current Situation Of The Task-based Language Teaching In High Schools Of Chongqing And Its Analysis

The strong criticism is given to the test-oriented education. The new English Curriculum Standards (ECS) for high schools proposes the mode of the Task-Based Language Teaching (the TBLT). It is a language teaching approach arising in the 1980s, which emphasizes"learning by doing", and"meaning first". The TBLT broke through the traditional teaching mode. By perceiving, experiencing, practicing, participating, communicating and cooperating, learners can improve their competence of language communication and of real language application. The TBLT focuses on the learning process and therefore embodies the idea of the human- orientedThe TBLT draws attention of syllabus designers, language teachers and language learners because of its deep and solid theoretical ground and advanced teaching ideas. Over the past 30 years, a number of applied linguists have explored it theoretically or empirically in different aspects. However, at present, there is comparatively less research about the situation of implementing the TBLT in Chongqing and the difficulties impeding its implementation in high schools of Chongqing.The author listened to six teachers of four high schools, two in Shapingba District and the other two in Jiulongpo District, which include one key high school and one common high school each. By analyzing data of the classroom observation, she got an understanding of the current situation of implementing the TBLT in high schools of Chongqing, that is the situation of implementing the TBLT is not optimistic in Chongqing. Some teachers do not adopt it. Those who did had some problems in their implementation of the TBLT. In order to get plenty of information to find out the difficulties facing the implementation of the TBLT, the author made an investigation by way of questionnaires. By carefully analyzing the data, she found that, for teachers, their teaching ideas, teaching qualification and teaching stress are big barriers in complementing the TBLT; for students, their English ability and passively learning habit are the difficulties facing the TBLT; and for the departments in charge of education, their test-oriented teaching assessment and short financial support to improve teaching equipment are also the difficulties which impede the implementation of the TBLT. Accordingly, the author offers some suggestions to solve the difficulties.This study maybe make English teachers have a comprehensive understanding of the TBLT to improve their teaching practice and draw the attention of leaders to the TBLT, and therefore to propel the implementation of the TBLT widely and effectively.