A Study Of Application Of Task-based Language Teaching To English Listening In Secondary Vocational School

With the rapid economic and social development in China, the educational researches and practice in secondary vocational education has also developed quickly. However, because of various reasons, our listening teaching in secondary vocational school does not establish its own distinctive characteristics. It is ubiquitous to emphasize the explanation of exercises over cultivating students’ practical language competence in listening teaching. It does not satisfy the needs of students’ English skills and qualities in the employment market, which makes it difficult to achieve listening teaching objectives in secondary vocational school.Nowadays, Task-based Language Teaching (TBLT) method is popular in English class at home and abroad. Although it is applied more in English teaching in universities, primary schools and high schools, the relevant studies of English teaching in secondary vocational school are less, especially on English listening class. Given this situation, the author interprets relevant theories of TBLT, analyzes the current situations of English teaching and discusses the feasibilities of applying TBLT to listening in secondary vocational school in this thesis. In addition, the author carries out a classroom experiment of applying TBLT to English listening course. The main study methods in this thesis include the literature review, questionnaire method, interview method and experimentation. The experimental subjects are chosen from Numerical Control majors of two classes in Grade2012of Tianjin Light Industry Secondary Vocational School. After the experiment, the author analyzes the results of the questionnaires, pre-test and post-test and draws a conclusion.The experimental results show it is more conductive to improve students’ listening ability than the traditional teaching methods by applying TBLT to listening in secondary vocational school, because TBLT method combines the tasks with the students’ majors closely. It is more advantageous to arouse students’ motivation and interest in listening learning; to change students’ learning attitude and learning direction; to stimulate students’ staying power to study English listening and to cultivate students’ English application competence for special purposes. However, there are some problems and obstacles of applying TBLT to listening in the study. Therefore, the author presents some suggestions and implications for listening teaching in secondary vocational school based on the previous studies at home and abroad.