A Survey Of The Implementation Of Task-based Approach In Senior High School English Teaching

Task-based Approach is a language learning method popped in the1980s. TheMinistry of National Education-Basic Education promulgated new "Englishcurriculum standards" in2011, and advocates Task-based Approach. It contributes tothe implementation of the new curriculum standards of advanced teaching conceptsand improves the students’ integrated language skills. It also helps to overcome thedrawbacks of traditional teaching methods and avoids the separation of languagelearning and real life language use.As to the research of Task-based Approach, many linguists have made a lot ofexploration. They have given more details about the basic theoretical framework ofTask-based Approach, such as leaning objects, principles, teachers and students’ rolesand structures of classroom teaching. However, the application of this teachingmethod was not fully and deeply analysed and discussed. Now, it becomes a hotresearch topic not only to the experts and scholars but to the frontline teachers as well.Taking into consideration this research background, the present trend of Englishteaching reform and the new curriculum standards requirements, the author discussesTask-based Approach’s concept and composition fully and accurately. From theinvestigations and research about the implementation of Task-based Approach，theauthor finds out a series of problems in the English teaching activities in senior highschool, and offers some suggestions and advice to solve these problems.The present study mainly uses questionnaires and interview survey to achieve theresearch objects. The author investigates the quality of teachers, teachers’understanding of Task-based Approach, classroom implementation of Task-basedApproach and teachers’ perception of evaluation mechanisms etc. The results revealhow teachers influence the implementation of Task-based Approach. According to theresults, to some extent, teachers’ uncompleted understanding of Task-based Approach,lack of abilities of designing and operating tasks, less of training about Task-basedApproach, and the traditional evaluation system all hinder the smooth and successful implementation of Task-based Approach. In terms of the students, the authorinvestigates the students’ view about the teaching methods, learning initiative andlearning psychological disorder etc. The results reveal how students influence theimplementation of Task-based Approach. According to the results, students are used tolistening to the teachers’ explanation. To some extent, students’ weak consciousness oflearning by inquiry, insufficient capacity of autonomous learning and inability to usethe target language to answer questions actively hinder the smooth implementation ofTask-based Approach.Based on the results of investigations and interview, the author makes thefollowing suggestions: First, teachers should change the teaching belief and attitudeand understand Task-based Approach comprehensively and correctly. Second,teachers should improve their qualities and the abilities of designing and operatingtasks to ensure the effective implementation of Task-based Approach. Third, teachersshould encourage students to express their views frequently and confidently and guidethe students to complete the assigned tasks so as to improve the students’ integratedlanguage skills. Fourth, school leaders should organize some training on Task-basedApproach and strengthen the experts’ guidance to improve the teaching levelconstantly. Last but not least, our country should improve educational evaluationsystem perfectly to provide strong institutional guarantee for the smoothimplementation of Task-based Approach. Hopefully the above mentioned suggestionsmight ensure that Task-based Approach is carried out smoothly, accurately andsuccessfully in senior high school.