On Theme-based And Task-based Approach Of Oral English Teaching For Non-English Majors

College oral English for non-English majors, as an essential part of College English teaching, is now confronted with a frustrating state. The meaning of the language input is often neglected. Language learning deviates from the application in the authentic language environment. The language teaching is facing a new challenge because the giving and taking in it can’t match each other. Therefore, an innovation in the teaching approach is extremely urgent.Based on the teaching experience of oral English for non-English majors and inspired by the philosophy of Theme-based Approach and Task-based Approach, this paper makes an attempt on Theme-based and Task-based Approach (TBTBA) as a way that could better suit the need of fast-developing society in the new millennium. The course is organized around negotiated themes, using the language objectively and creatively in the real language environment. The aim of this study is to illustrate the feasibility and efficiency of applying TBTBA in the oral English classroom for non-English majors and to explore the potential to popularize this new teaching approach to a larger extent.The research was conducted in oral English class of two different colleges where the author had been working as an English teacher. The participants were294sophomores from5majors and7classes. A series of research approaches were used in this study, such as experiments and tests, questionnaire, class observation and interview.44learners in Electronic Commerce (enrolled in2004) were divided into two small sections. Class A was the control class where the traditional method was used. Class B was the experimental class in which the model "Theme—Detail—Topic—Theme"(TDTT), the concretized model of TBTBA, was used. Pretest and posttest were arranged both in the control class and the experimental class. Except for the control class,272other learners were taught with TDTT. A questionnaire investigation was conducted to measure learners’ reflection on learning interests and strategies at two phases, first at the middle of the term, second at the end of the term. Class observation was carried out to note the learners’ and the teachers’ behavior really happened in the classroom.10learners and3teachers were chosen randomly and interviewed to talk about their experience and understanding of the model and were welcome to provide their precious comments freely. SPSS (Statistical Package for the Social Science), a commonly used tool for teaching assessment and Fuzzy Comprehension Evaluation, an effective way to make comprehensive assessment on multi-factor-affected subject, were used to rationally and scientifically quantize and analyze the data of the academic tests and the questionnaire.The thesis consists of five chapters. In chapter one a historical review is made on the emphasis of ELT theories on oral English and on the present situation of oral English teaching and learning in China. Chapter two expounds the whys for the construction of Theme-based and Task-based Approach from the perspective of theoretical background. Chapter three is a detailed introduction of the structure and features of the concretized model "Theme-Detail-Topic-Theme" and the methodology of the research. In chapter four, the results and data analysis about the research are shown. Chapter five is a conclusion on the problems and limitation of the research and the suggestions for further research are proposed as well.