The Application Of Intermediate Positon Of Task-based Learning Approachto Grammar Teaching In Senior High School

As is advocated in the New National Criteria for English Course, learners needan environment in which they have the opportunity to explore language and discovergrammatical rules on their own through tasks. Unlike the two opposite approaches ofStructure-oriented and Communication-driven, Intermediate Position of Task-basedLearning Approach (TBL) attaches great importance to the cognitive psychologicalprocess, in which students are engaged in activities which have a meaningfulrelationship to real-world language use. Through the application of tasks, studentsdevelop their interlanguage continually. By focusing on form and meaning, learnersare able to achieve the goals of fluency, accuracy and complexity through selectivelychanneling attention and raising consciousness.Based on the theories of Output Hypothesis, Interactive Hypothesis andNoticing Hypothesis, the thesis will explain why Intermediate Position of TBL isthought to be an ideal approach to teaching grammar.116students from Senior One,No.6Middle School of Neijiang participated in the experiment. In the study,qualitative and quantitative research methods were adopted. First, a questionnaireaimed to find out how learners are learning grammar was given to the116students,followed by a test of the grammatical item to be learned. Through the analysis of thequestionnaire and the test results, problems were discovered. Then, an instructionplan based on the model of Intermediate Position proposed by Skehan was made andcarried out. In the third stage of the experiment, the experimental group was givenanother questionnaire on what they thought of the new method, and a test was again given to the116students to see whether TBL was effective.By comparing the two questionnaires and tests results, the writer discovered theadvantages of Intermediate Position of TBL. Firstly, by exploring and discoveringgrammatical rules on their own, students become motivated and interested. Secondly,in the completion of the tasks, students are encouraged to use language creatively.Besides, it has changed the traditional way in which learners gain knowledge.Students learn by doing. Therefore, students will solve problems using language withpedagogic values rather than dull and out-of–date language. Students communicatein a comparable-real world instead of communicating for the sake of communicationin an imaginary world.