The Application Of Tblt To English Reading Teaching In Secondary Vocational Schools

Ever since the mid-1980s, language teaching researchers have shifted the focus from communicative language teaching to task-based language teaching (TBLT). With far-reaching basis of cognitive linguistic and psychological research, task-based language teaching is a new form of communicative language teaching and also the development of communicative language teaching. Task-based approach is a kind of student-centered teaching method, aiming at cultivating their autonomous learning ability by completing various tasks or activities. TBLT emphasizes the principles of"learning by doing and learning by using", making the students to learn and use language in the process of doing things, thus combining language learning and language use organically.English courses in secondary vocational schools are based on the nine-year compulsory education. They can help students learn basic knowledge of English, develop language skills of listening, speaking, reading, and writing, form the ability of applying English to workplace initially; they can stimulate and develop students'interest in learning English, improve their self-confidence of learning, help them master some learning strategies, develop good study habits, and improve self-learning ability of students. In terms of teaching philosophy and teaching methods, task-based approach are in line with the requirements of the teaching objectives of secondary vocational English, so it can be applied to the secondary vocational English teaching practice.According to the practical teaching experience, the author has explored the application and pedagogical meaning of task-based approach to secondary vocational English reading class, presented the implementation results of TBLT in secondary vocational English reading teaching, and provided theoretical support for future teaching practice. In the research procedures, 121 students of electromechanical major from Xinxiang Business School filled out the questionnaires concerning the reading situation, so the author had an initial understanding of the reading situation of all the subjects. After three-month teaching practice in the experimental class, the author hold the post-test in both the experimental class and the control class. Analyzed by SPSS 17.0, the results showed that there was a significant difference between the two classes. Finally, the author conducted questionnaire survey on the TBLT approach in the experimental class. From the analyses of results of questionnaires and tests, the major findings of the study are summarized as follows:(1) It is found that TBLT can help secondary vocational school students master some reading strategies, get into good English habits and foster their autonomous reading habit.(2) The application of TBLT in class can motivate students'interest and enthusiasm, promote the cooperative learning of students and facilitate their reading comprehension ability.(3) In implementing the TBLT approach, teachers should be aware of the change in their roles, renew their ideas and insist on the students-centered philosophy.In conclusion, TBLT is an effective and creative method in teaching practice, and it is hoped that in the near future TBLT should be advocated strongly and widely in secondary vocational schools and integrated with the traditional teaching methods in class for the sake of improving the overall English competence of secondary vocational school students.