Analysis Of The Effect Of TBLT In Higher Vocational English Teachinge

The objects of the dissertation are task-based teaching method and traditionallecturing method and they are two totally different teaching methods. The theoreticalbasis of the task-based teaching method is Krashen’shypothesis—“acquisition-learning”、”input”hypothesis and Long’s mutually changingtheory. If it is applied at class, the teaching mode could be divided into: before thetask—during the task—after the task. Each process is designed by teacher whichcontains both learning material and learning processes. However, the traditionallecturing method is based on “3P”mode: input—practice—output. The purpose of thispaper is to compare these two different teaching methods, weighing their merits、disadvantages、application areas and hopes to come to a conclusion: the task-basedteaching method is more suitable for current English teaching in the higher vocationalcollege. The author firstly designed a questionnaire which aims to evaluate thestudents’ English level when they graduate. The result of it is displayed by scoring,and put them into SPSS software to do the statistics and analysis. The author wants toknow which method could improve the students’ English grades more quickly duringlimited amount of time by doing a kind of experiment—single factor comparisonexperiament. The experiment could be roughly divided into: pre-test---addingexperiment factor—after test. The content of the test has changed a little bit though,the degrees of difficulty of them are very close, hence it helps to check their gradeschanging situations. The duration of the experiment is one semester, and theparticipants are students who were in my class. The process of whole experiment isarranged sensibly by the author, and students were answering my questionnaire in anorganized way. The research came to a conclusion theoretically and practically: thetask-based teaching method conforms to the overall conclusion of higher vocationalEnglish teaching. Besides, it could adapt to students’ individual differences and teachdifferent students in different ways. The method is an effective approach to improvehigher vocational college students’ application ability. Therefore, the author suggeststhat teachers play task-based teaching method’s strength thoroughly in highervocational English teaching, avoid its drawbacks and realize higher vocationalEnglish teaching goal more effectively combined with traditional lecturing methodselectively.