A Study On The Impacts Of Task-based Language Teaching On English Majors’ Learning Motivation

The purpose of this paper is to research the influence of TBLT on English majors’learning motivation. In college English classes, domestic researches have done empirical studies on whether TBLT can improve learner’s motivation or not, but most of researches just focus on non-English majors, and few of those on English majors are available. On the basis of TBLT approach and motivation theory, and the lack of related researches on English majors, the author carries out a semester-long teaching experiment on TBLT approach among148sophomores majoring in applied English of Foreign Language College, Jiangxi Science&Technology Normal University.The present study aims to find out (1) What are the learning problems related to English majors’learning motivation?(2) Does TBLT have positive effect on English majors’learning motivation? If yes, how will TBLT influence their learning motivation?(3) What kind of task is more suitable for English majors to improve their learning motivation, large task or small task?This thesis employs two research instruments:questionnaire and interview. Statistical and quantitative analysis of the questionnaire is done in a way of the software of SPSS17.0. The content of interview is analyzed qualitatively with transcription in English.The results of the study are as follows:(1) Learning problems related to English majors’learning motivation are initiative connected to intrinsic motivation, practical purposes of learning English associated with instrumental motivation and confidence related to achievement motivation;(2) TBLT has positive effect on English majors’ learning motivation, and the influence of TBLT on English majors’learning motivation are concluded from three points of view: TBLT increases learners’ initiative, helps students realize their practical purposes of learning English and strengthens their confidence.(3) Both large task and small task have their own merits in improving learners’motivation. Large task provides sufficient time for preparation so as to build up and reinforce their confidence; small task promotes them to think actively and stimulates their inspirations so that they are eager to complete more tasks and increase their initiative.According to the findings in the investigation, the thesis also brings up some pedagogical implications:firstly, interesting task and team work can increase learners’ initiative; secondly, help learners realize their practical purposes by designing a real-world task; and at last, it is necessary to strengthen learners’ confidence by giving appropriate preparation time for students and comments after learner’s performances.