An Investigation Into The Implementation Of Task-based Approach In English Grammar Teaching At Senior School

The research used data collected from case study, classroom observation, interviewand questionnaire to provide a picture of how senior school teachers in China areattempting to implement task-based approach in grammar teaching process. The researchmainly conducted in two grades (senior one and two) of a senior school in Ganzhou city;two classes were chose from each grade as the research subjects and the high qualityclass study subjects were the open classes of the main schools in the city.Classroom observation indicates that task-based approach is rarely applied in thesenior school English grammar teaching. The following questionnaire and interviewresearch reveals that teachers’ attitude towards task-based approach, their understandingof task-based approach, their uncertainty of the effect of task-based approach, and thepressure of examination are the main hindrances of the implementation of TBA ongrammar teaching; secondly, schools are lack of a mature system to encourage teachersto carry out teaching innovation also have great influence on teachers’ teachinginnovation; Thirdly, as the criteria to judge the teaching quality of the school is relativelysingle, to guarantee the teaching quality, schools usually dare not to carry out teachinginnovation.Based on the significant finding, the author puts forward some suggestiverecommendations from macroscopic aspect and detail grammar teaching aspect for theEnglish grammar teaching in China, meanwhile, lists the limitations of the research.