On Application Of TBLT To The Teaching Of Senior One Reading

Francis Bacon said:“Reading makes a full man, conference a ready man, andwriting an exact man”(138). Reading is an important way for people to obtaininformation. New National English Curriculum Standards (2003) considers improvingstudents’ reading ability to be an important goal. Meanwhile, task-based languageteaching originating from the communicative language teaching approach is alsorecommended in the New National English Curriculum Standards (2003) for seniorhigh schools.However, it is found that many teachers are still using traditional teachingmethods in the reading class. Through questionnaire, the author finds that students’reading situations are not good, for example, many students don’t know how to usereading strategies. The author wonders if TBLT can change the situation and improvestudents’ reading ability.Task-based language teaching has been applied into the field of teaching by theeducators recently. There are many works about task-based language teaching at homeand abroad during recent years. The author adopts the task-based language teaching intothe teaching of Senior One reading. Besides, the author does an experiment in twoclasses (the experimental class and the controlled class) in No.3Middle School inXiangcheng City of Henan Province from Sept.1st,2012to Jan.16th,2013. Before theexperiment, the author does a pre-questionnaire in order to find problems existing in students’ reading. The author analyses the results of pre-questionnaire in the paper. Inthe reading class, task-based language teaching is adopted in the experimental classand the traditional methods are adopted in the controlled class. Before the experiment,the author does a pre-test in the two classes. After the experiment, the author does apost-test in the two classes. Meanwhile, the data is collected and processed by SPSS.Meanwhile, the author does a post-questionnaire using the same questionnaire.The post-questionnaire shows that students’ reading interest in the experimentalclass is improved and the post-test data shows that students’ reading scores in theexperimental class are much higher. In conclusion, TBLT can improve students’ readinginterest and reading ability. However, this paper is only an experimental attempt onapplication of TBLT to the teaching of Senior One reading and undoubtedly there aresome limitations. The author hopes that more and more experts and teachers will takepart in the research about the issue in future.