Task-based Language Teaching In Extensive Reading For Business English Majors

Nowadays most college teachers still adopt the traditional duck-feeding teachingmethod in business English extensive reading class, who emphasize the basicknowledge of English through sentence-by-sentence translation and explanation ofgrammar rules. This kind of dull teaching method causes students’ lack of readinginterest, neglecting the accumulation of language knowledge and even limiting thedevelopment of their autonomic leaning ability. At present, most researches aboutextensive reading focus on emphasizing the importance of extensive reading, teachers’role and some related problems about carrying out it, but there are few experimentalresearches on extensive reading for business English majors. In this essay, the authortries to implement TBLT in extensive reading class for business English majors forthe purpose of testing whether TBLT is more effective in arousing students’ readinginterest and motivating their autonomic learning than the traditional teaching method.The subjects chosen for the experiment are58freshmen who are businessEnglish majors from Shandong Agricultural Administrators’ College. Class1is theexperimental group with30students, and TBLT is applied. Class2is the controlgroup with28students, and the traditional PPP teaching method is used. This researchlasted all-together18weeks and consists of3parts, which is pre-test, experimentalteaching and post-test. With the help of statistical software SPSS, the data werecollected and analyzed. The results of the experiment prove that TBLT is moreeffective than the traditional teaching method in improve students’ reading ability,enhancing their reading interest and motivating their autonomic learning ability.This literature consists of six chapters. The first chapter briefly summarizes thetheoretical and experimental study about TBLT at home and abroad. Chapter two firstintroduces the notion of task, TBLT and business English extensive reading, and thenexplains some pedagogic proposals in the development of TBLT. Chapter threediscuss the implementing TBLT in extensive reading for business English majors,including teaching objectives, subjects, instrument, steps and materials. Chapter foursupplies2samples of TBLT models. Chapter five presents the data and discussions.The last chapter is the conclusion part and also supplies some limitations andsuggestions.This study supplies certain implications for applying TBLT in business extensivereading class. There is still room for improvement in the arrangement andimplementation of tasks.