The Application Of Task-based Approach To Teaching English Grammar In A Senior High School

With the adoption of English new curriculum, task-based method is now very popular,the ultimate purpose of which is to cultivate the students’ ability of using language. As anorganic part of the language syntax, grammar plays a vital role in language use. However, itwas relatively fewer to use task-based approach in grammar teaching due to some barriers toimplementing. How to teach grammar from a communicative viewpoint and guide thestudents to focus on form without weakening the communicative nature in TBLT is the corecontent of this paper. An empirical research as a comparative study is carried out. Thepurposes of it are as follows:1.Compared with traditional3P approach, can task-based grammar teaching help promotethe students’ comprehensive ability of using language?2.Compared with traditional3P approach, can task-based grammar teaching help promotethe students’ interest and confidence in senior English grammar learning？.3.Compared with traditional3P approach, can task-based grammar teaching help promotethe way of students learning English grammar？.This experiment lasted for three months. The participants involved in this study were112students from two classes in Grade One of Fengnan NO.1Middle School in Hebei province.Class seven was chosen as the experimental class in which task-based grammar teaching wasimplemented while class eight was the control class in which traditional3P method wasadopted. Data were collected through two instruments: tests and questionnaires. The pre-testwas carried out to see whether there was any difference in their English proficiency, and apost-test was carried out after the experiment to test the effect of the first purpose;questionnaires mainly aim to investigate the change of students’ learning interest and learningstyle.The results of the experiment show that English grammar proficiency in the experimental class is higher than that in the control class. More importantly, the study indicates that learnerstaught with task-based grammar teaching improved their interest and confidence in grammarlearning. Moreover, their learning style tends to be self-explored and self-analyzed whichhelps the students develop their independent study ability.