The Application Of TBLT In Oral English Teaching In Senior Middle School

For a long time oral English teaching in China is neither valued by teachers norpaid attention to by students, because it is always take a lot of time but receive lowefficiency. After years of English teaching, students still cannot speak English properlywhen it comes to occasions in which English should be used. To change this situation,the New English Curriculum put forward the Task-based English Teaching. SinceTask-based English Teaching has been put forward, it has become the focus in theresearch of the English teaching staff. It has gone through the theoreticalresearch—practical research—reflective research. There are a lot of articles about theTBLT since it has been put forward. But few of them talk about how to use TBLT in aspecific aspect of English teaching. This article finds problems through the currentsituation of the implication of TBLT in the senior middle school English teaching. Then,through experiment, the author tries to seek specific methods of how to use TBLT inoral English teaching in senior middle school.This article surveys the application situation of TBLT in oral English teaching insenior middle school, and discusses how to apply TBLT in oral English teachingaccording to this situation. In the process of the research, the author uses thequestionnaire method, interviewing method and experiment method. Through thequestionnaire, the author analyzes teachers and students’ understanding and acceptanceof TBLT, and also discusses the difficulty in the application process. Then, according tothe questionnaire, the author uses a class as the experiment class, and uses TBLT in oralEnglish teaching in that class, and chooses another class which used the traditionalteaching for oral English teaching. After four months, the oral English level is comparedbetween the two classes. Then the author finds that the TBLT could serve oral Englishteaching better than the traditional English teaching method and gives some advices forthe application of the TBLT in oral English teaching. Lastly, the author points theadvantages of using TBLT in oral English teaching and the limitation of the experiment.And the author encourages English teachers to make great effort to overcome thedifficulties, and to use effectively the TBLT for oral English teaching, to contribute to the improvement of students’ language ability.