Research On The Application Of The Post-Task In Tasked-Based Language Teaching In The Vocabulary Teaching Of Tourism English

Task-based language teaching is an innovational teaching method and the purpose of TBLT strives to replace the traditional teaching method. TBLT takes tasks as center and makes students complete a variety of objective tasks through classroom teaching directly, TBLT is applied to make class teaching actualization and tasks in order to foster the students’English ability. The post-task phase is the teaching innovation which aims to direct tourism English teaching and puts much emphasis on vocabulary recognition and usage in the post-task phase, so the post-task phase plays an important role in TBLT as development and innovation of teaching method.Vocabulary is the basic element of language communication. Studying and mastering the vocabulary are one of the key factors for tourism English. However, nowadays it has been one of the biggest problems for the students in vocabulary learning of tourism English. Usually, the teacher adopts simple and conventional teaching method to teach vocabulary in class but the students just read and write repeatly, and have spent much time on mechanical memorizing but they have gained little. Therefore, positive exploring and reviewing the effective vocabulary teaching method of tourism English is an important factor which relieves the burden of students and improves the quality of tourism English teaching. As a result, the post-task phase brings the dream to vocabulary teaching of tourism English.The author has made a large number of researches about vocabulary teaching of tourism English from different aspects. However, few researchers have investigated the vocabulary teaching of tourism English in post-task phase in recent years, so the author is deeply interested in the research. The thesis explores the vocabulary teaching of tourism English in the post-task phase based on previous researches and theories of linguistics. The author designed a series of tasks in the post-task phase, then the teacher requires that the students try their best to finish the tasks in order to achieve purpose of learning tourism English vocabulary.In order to prove whether the post-task phase is effective in vocabulary teaching of tourism English, the author chose the freshmen of two classes to conduct experiment. They were randomly divided into the experimental group adopting TBLT and the other is the control group adopting traditional teaching method. All statistical data were analyzed by statistical analysis software SPSS17.0. The research method adopts the quantitative analysis method that contains the tests and questionnaire for the students. The tests contain the pre-test and post-test. The author uses analysis and researches statistical data and the questionnaire of tests in order to prove that the experiment is effectiveness. The questionnaire displays that most English students incline to the vocabulary teaching of tourism English in the post-task phase. They think that the post-task phase plays a prompting part in vocabulary teaching of tourism English. The experiment result shows that the experimental group performs better than the control group in vocabulary recognition and usage. Therefore, the post-task phase has an effective impact on vocabulary teaching of tourism English.Therefore, the effectiveness of the post-task phase is indisputable in vocabulary teaching of tourism English and it can enlarge students’ tourism vocabulary effectively. The author hopes that various task types were adopted in experiment can offer beneficial implication on teaching and research for English teachers.