An Analysis On The Effect Of Task-based Teaching On Language Output In Technical School

Vocational education plays an important role in national education system and human resourcedevelopment. With the development of society, the positional requirement of students becomes higherand higher, especially the requirement of English. So it is very important to study and explore an efficientEnglish teaching methodology. In technical schools, students don’t have high oral communicativecompetence and writing competence. Beyond that, there exist some problems that students have notenough enthusiasm in learning and their incorrect attitudes towards learning. Task-based teaching has thefeatures of arousing students’ interests on learning and emphasizing the process of learning. So the thesisaims at exploring whether TBLT method can improve technical students’ oral competence and writingcompetence or not.After reading the materials on TBLT, We know that most materials are about the enlightenment andsignificance of input and output theory to task-based language teaching. The thesis analyzes thetheoretical basis of TBLT, which includes definition and characteristics; the current situation of students’learning in technical schools. It proves the necessity and feasibility of the study. After conducting awhole semester’s task-based language teaching in technical school, and analyzing the data of pre-test andpost-test, which aims at exploring the influence of Task-based teaching on language output and providingrelated solutions based on the existing problems in the process of teaching.It elaborates a teaching experiment in Shanxi Modern Economic and Trade Technical School. Thesubjects are278students who come from four intact classes. Two experimental classes was taught byTBLT method, while the other two control classes was taught by traditional3P teaching method. Throughquestionnaire, class observation, personal interview and the contrast between pre-test and post-test, thispaper comes to a conclusion that students in experimental classes made a big progress in oralcommunication compared to control classes, but they have no obvious improvement on writingcompetence.In the process of experiment, this paper points out some problems include:1) Students’ lack ofconsciousness of autonomous learning;2) Students’ different English levels resulting in the difficulties tohandle tasks;3）Adverse effect of large-size class.According to these problems above, this paper give a series of strategies:1) Arouse students’ interestby meta cognitive strategies;2) Adopt group cooperative tasks;3) Adopt different teaching strategies toimprove the efficiency of large-size class.