The Influence Of Frame Theory-based Task Design On Senior Three Student’s Spoken English Performance

For over20years, task-based language teaching (TBLT) has been the focus ofELT research. Up to now, experts and researchers in applied linguistics have doneabundant researches into TBLT in theory as well as in practice. In China, the newNational English Curriculum released in2001advocates the application of TBLT inhigh school English teaching, and also makes it clear that TBLT can develop students’comprehensive ability of language use in the course of English teaching. As a result,TBLT is becoming more and more popular in China at the present time and it hasgreat positive influence on language teaching.This paper tries to discuss the influence of task design on senior three students’spoken English performance. The participants in this study were100Senior3studentsfrom LiQing High School of Shantou, who were randomly assigned to theexperimental group (N=50) and the control group (N=50). The experiment lastedthree months. During the experiment, the control group was instructed with thetraditional TBLT approach while the experimental group was instructed with TBLTbased on the frame theory, in which the tasks were designed guided by relevant topics,frameworks. Results of the independent samples T-test on the participants’ oralEnglish performance show that the experimental group performed significantly higherthan the control group. Therefore, it is concluded that TBLT based on frame theory ismore effective than the traditional TBLT to improve students’ oral language fluency.