A Study On Application Of Task-based Language Teaching In English Pronunciation Teaching Of Junior Middle School

The Hezuo Tibetan Middle School in Gannan Tibetan Autonomous Prefecture is an urban-rural middle school. Most of the students are Tibetans. The students in my research classes, like the other classes in Grade 7 of the school, are mainly composed of two parts. About two-fifths come from Hezuo city and the rest of three-fifths are nomadic children from the pastoral areas. The students from the city have studied English in the primary schools, while most of the students from the pastoral areas have scarcely come into contact with English in the primary stage. In addition, a vast majority of the students' parents do not have time and ability to supervise their children's study. The students' English learning is almost totally dependent on the teachers, which brings a tremendous challenge to the English teacher. Based on the practical situation in this area, the paper makes appropriate suggestions that English pronunciation teaching be an indispensable teaching step in the elementary stages and mainly study on effectiveness of the task-based teaching model in pronunciation teaching.On the task-based teaching theory, the paper first expounds the characteristics of task-based teaching and elaborates the task-based teaching methods in pronunciation teaching. Then the paper describes integrated task-based teaching principles, and reviews the history of English pronunciation teaching. The author makes a status survey on English pronunciation teaching in the Tibetan area. The author sets forth relative theories of TBLT and pronunciation and design tasks for task-based pronunciation teaching in this thesis. On these theories, the author designs for task-based English pronunciation teaching. Besides, an experimental research of task-based teaching in pronunciation teaching is conducted in two classes in Grade 7 of Hezuo Tibetan Middle School for three months. Through the data analysis of pre-tests and post-test and questionnaires of 110 subjects, the result shows that: The students of the experimental class do much better than those of the control class of Grade 7 in identifying pronunciation. They can read the words with the help of the phonetic symbols, and master the rules of spelling intonation, and language flow.Therefore, the paper finally concludes that task-based pronunciation teaching model is more effective than traditional teaching model in English pronunciation teaching in junior middle school in the Tibetan area, which also helps to inspire students' interest in learning English, builds up their confidence and develops good study habits, effective learning strategies, independent learning ability and cooperation.