The Study Of Task-based Teaching Approach In English Reading-teaching In Junior High Schools Under Constructivism

Influenced by the traditional model of teaching, English reading-teaching has long been a weak aspect in Junior Middle Schools. In traditional reading English classes, students are supposed to do mechanical drills and exercises most of the time in which there is not much real and meaningful communication. Students have no interest and their English reading level is generally lower, which is far behind the English reading-teaching objectives prescribed in the new edition of the English Curriculum Standard for Junior Middle Schools. In order to improve the current situation of English reading-teaching, cultivate students'interests and develop their competence of language use, the author of the thesis, encouraged by the new English Curriculum Standard, applies task-based approach to English reading- teaching in her classes.In this paper, the author introduced Constructivist Theory and the theories of task-based approach, analyzed the current situation of the reading English in Junior Middle Schools and the disadvantages of the traditional 3P teaching model, but also investigated the factors of students'reading ability. Then the author designed a English reading-teaching model according to Jane Willis'teaching framework and applied it to her teaching practice. This model includes four major stages: Lead-in activities, Pre-task activities, While-task and Post-task. Besides, the author chose two classes of her school and carried out a half-year experiment during which the task-based approach was adopted in one class while the traditional teaching model is still used in the other. English Reading tests were designed and used before and after the experiment. Questionnaires were used only after the experiment. From the detailed analysis of the collected data and the comparison, it reveals that, compared to the traditional teaching model, the task-based approach is more effective to improve students'reading ability. It changed the traditional teacher-centered and grammar-overweight way of teaching, and greatly improved students'English reading learning situation. But it is not perfect and still needs some improvements.The paper is divided into five chapters as the followings:Chapter One mainly summarizes the research background, the research question and the significance of applying task-based approach to reading English teaching.Chapter Two introduces Constructivist Theory and the theories of task-based approach, states its formation and development and analyzes its essential characteristics and theoretical foundations.Chapter Three mainly describes the situation of English reading-teaching in Junior Middle Schools, covering the features of English reading, the significance, objectives and problems of English reading-teaching, and the factors which influence students'reading ability. It emphasizes the necessity of changing traditional teaching method and adopting task-based approach. It also analyzes the application of task-based approach to English reading-teaching in Junior Middle Schools.Chapter Four outlines the conclusions of the study, describing the problems in the application of task-based approach to English reading-teaching and some questions and research limitations and future research directions.Chapter Five ConclusionIn a word, the exploration of the theories of task-based approach and its effective application to English reading-teaching in this paper can help English teachers better understand and correctly use it in their practice. It can also offer some useful experience in how to innovate the old teaching models according to the real situation and explore the newer and better ones to improve the students'reading ability.