Practice Of Task-Based English Teachin In Junior High School

Task-based learning (TBL) is an important language learning theory which has been popular since the1980s. Because the new "English Curriculum Standards" promulgated by China’s Ministry of Education advocates the adoption and application of English language teaching based on TBL theories (TBLT) in junior high schools. TBLT has become a focus in the research and practice of China’s junior high school English teaching. English language teaching based on TBL theories, first originated by Praubhu from the direct teaching method, in expectation of developing students’ language ability through carrying out of language tasks, has gradually evolved into a new English teaching method based on SLA theories, with language tasks as its core, with language tasks as its propellant. to develop students" competence of English language use.Many English language teaching researchers and teachers have conducted huge amount of research. which has resulted in detailed comprehensive discussion on its teaching goals, principles. the teacher-and-student role and classroom-teaching framework. produced the definition. formation and features of all sorts, and expounded its difficulty-degree of task design. its task presentation and completion.However. the application of teaching practice of TBLT needs to be further discussed and studied. It is not only the focus of experts and scholars, but also our frontline teachers concern with it. For this purpose. this thesis studies the practical application of TBLT through questionnaire and data analysis. The author attempts to discuss and solve some practical problems in junior high school English teaching and learning. and put forward some countermeasures based an analysis of existing problems. On the basis of the principles and modes of TBL proposed by Willis, three steps are suggested in practical task-based English teaching:pre-task. during-task and post-task (language focus). Teachers design language tasks and organize students to carry out the tasks, whose instruction is realized in the comment and summing-up of the students’ performance. Students learn English through earning out tasks, during which students solve problems with the target language, and teachers discover students" problems and difficulties in language learning. The key of the during-task lies in students" solution of problems with the target language. development of their language comprehension and expression in the use of the target language. At post-task (language focus), the stress of the teaching activity shifts from language meaning to language form, with language drills according to student’s want in language knowledge as revealed in their carrying out tasks and the new language points of the teaching unit.Meanwhile the thesis shows a mode of task-based teaching implementation in junior middle high school. After that the author proposes the following three factors that should be concerned with:first. task operability. difficulty and classroom effect:second, lack of scientific assessment system for present TBLT:third. high-level requirements fo. both teachers and students. And the author also gives the specific suggestions to make teachers and students learn to choose valid classroom teaching and learning approach. With more efficiency, less burden, it’s a better way to achieve the real value of education.