Beijing Fifteenth Senior High School English Reading Task-based Language Teaching Mode The Status Of Implementation Research

Task-based Language Teaching (TBLT) is the development of Communicative Language Teaching. In TBLT, students communicate by means of interactions in the target language in authentic contexts to construct language knowledge system which is the students'personal experiences contributing to classroom learning and ultimately improving students' language proficiency. Chinese Ministry of Education formulated The New English Curriculum Standards, which highly advocates TBLT. It has been in experimental implementation in China since 2001.TBLT was first developed abroad, where English is taught as a second language; while in China, English is a foreign language. There must be substantial differences between the two settings for English teaching. Consequently, it is significant to explore the new theory system which is fit to our English teaching through integrating the teaching practice with TBLT theory, for it would improve China's English teaching reform.But few investigations have been carried out in a concrete high school to discover the practical situation of the implementation of TBLT since its beginning. Therefore, the author carried out a survey in NO.15 High School in Beijing, In this school,26 English teachers and 218 students were investigated. Questionnaire, observation and interview were main methods in this investigation. The major findings are:1) Teachers' attitude and behaviors towards TBLT in high school English reading teaching:most of the English teachers hold positive attitudes towards teaching, but they do not know TBLT theory systematically, which restricts its implementation. The shortage of teaching resources is another restriction for the implementation of TBLT. Classroom activities which integrate with tasks need to be enriched. Most teachers who still depend on traditional approaches for our evaluation follow test-driven system and the burdens of heavy work.2) Effects of TBLT:Both students and teachers affirm the positive function of TBLT on students'interest; interest is the prerequisite of confidence improvement. TBLT is proved the positive function on Students'reading English. TBLT improves students' language proficiency accordingly.3) Factors of restricting the implementation of TBLT: Students'low language proficiency, the incongruity between evaluation system and TBLT, teacher's inefficient TBLT theory, the shortage of teaching resources and teachers'heavy work burdens are the main factors that limit its implementation.