An Action Research On The Application Of TBLT To Improve Adult College Students’ Oral English

The Task-based Language Teaching (TBLT) approach has developed in1980s. It is characterized of designing all kinds of tasks that learners are able to implement and complete in learning, for example, acquiring information through telephone, operating according to instructions, solving certain practical problem by discussion and making a decision on certain thing, etc. in order to stimulate language learners’ positivity and enhance their oral communicative and expressive ability.In this thesis, the author adopts action research as the research method. The research subjects are20adult junior college students. The aim of the action research is to increase the students’ interests in oral English learning and improve their oral English ability to exchange information and express meanings through the task-based language teaching new model for14weeks. This action research is designed to answer the following three questions:(1) What causes the difficulties of adult junior college students in oral English learning?(2) Can Task-based Language Teaching change the attitude of adult junior college students towards oral English courses, stimulate their learning interests and make them take part in oral English classroom teaching actively?(3) Can Task-based Language Teaching improve the students’ ability to exchange information and express meanings in English? According to the research questions, the author adopts the research instruments including questionnaires, interviews and tests. Firstly, the author puts forward the preliminary hypothesis based on the students’ problems in oral English learning. Secondly, the author uses the pre-questionnaire and pre-test to help verify the hypothesis, analyzes the data and reconfirms the research questions. Thirdly, the author designs a14-week oral English teaching model based on Task-based Language Teaching approach. The author conducts a mid-term interview to know about the students’feedbacks about the task-based language teaching model in the middle of the action process and makes some modification on the teaching plan accordingly. Finally, the author collects the data from the post-questionnaire, post-test and interviews, compares them with the data before the implementation of the plan, and draws a conclusion.The results of the study seem to show:1. The TBLT can stimulate the students’ positivity to participate in classroom teaching and their interests in speaking English.2. The TBLT can improve the students’ ability to exchange information and express meaning in English.