A Study Of TBLT On Promoting Oral Competence Of Non-English Major Freshmen

Influenced by the entrance examination and the traditional teaching methods, theEnglish teaching in our country’s middle school usually focuses on vocabulary andgrammar, with few concerns on language application. For the freshmen, their oralEnglish teaching is difficult. It becomes very urgent to solve the problems of how toimprove the freshmen’s oral English, especially non-English major students’ oralEnglish ability. This paper puts forward a teaching approach to improve the oral Englishability of the freshmen.Compared to the widely conducted researches in foreign countries, there are fewdetailed empirical researches on the application of TBLT on Chinese English teachingespecially on college English teaching. The domestic researchers pay more attention tothe theoretical studies and very few focuses on oral English teaching through employingTBLT.62freshmen of non-English majors from Changchun Normal University havebeen given one oral proficiency test. It is found that their oral English proficiencies aregenerally low. In order to improve the students’ oral English level, the task-basedteaching approach is applied in oral English teaching. There are62college studentsfrom2classes in this study. The experiment lasts for3months, in which theexperimental and control group are taught by TBLT and3P approach respectively. Afterthe experiment, research analysis is conducted in order to answer the research questions.It is found that the task-based teaching is better than the PPP teaching method.Task-based Language teaching approach is more effective than the3P approach in oralEnglish teaching in terms of activating students’ motivations of learning English,developing team work spirits, coordinating ability as well as creative ability. But the effect of the traditional methods is better than TBLT on the aspects of accuracy andcomplexity of the word.In the end, many disadvantages of TBLT are also pointed out. It hopes that thisthesis can give more inspirations to some teachers on their oral English teaching andthus developing non-English major freshmen’s oral English.