On The Application Of Task-based Language Teaching In Senior High School Speaking Class

Speaking is used in everyone’s daily life. A lot of students do well in their reading and writing, but fail to listen and speak. They can’t speak English confidently and correctly because of the teacher and examination-centered teaching style controlling oral English teaching for a long time. So it is necessary to cultivate the students’ interest in oral English class.This paper is based on language acquisition theory, constructivism theory and social interaction theory as theoretical bases and takes Willis’ TBA as a model. It studies the application of TBLT to Oral English teaching in a senior high school. The subjects of this study are students in two different classes in Grade 1 in a senior high School. The author chooses Class1 Grade 1 as the experimental class, using TBLT, while Class 2 as the control class, adopting traditional teaching method. The tools of this survey are two questionnaires, two oral test papers and an interview. The method and procedure of this study is as follows: The author first carried out questionnaire investigation and oral English test on the two classes before the experiment. Its objective was to learn about the students’ attitude, interests, self-confidence and the level of oral English. The results indicated that there was no significant difference between the two classes. According to the problems existing in oral English, the author taught purposely when carrying out TBLT. First, the author introduced the background, illustrated the teaching tasks, and then allocated different tasks to different studying groups, asked them to discuss and make reports, and finally, analyzed the language focus and guided practice. After the experiment, the author carried out the second questionnaire, an oral test and an interview, the results showed that TBLT had a positive influence on students’ oral English, and TBLT is superior to the traditional teaching method. The author used the SPSS13.0 software to analyze the data.After the experiment, the following finding can prove the effectiveness of the task-based language teaching.1. TBLT can truly inspired students’ oral English learning interest, improved student’s self-confidence, and take a positive attitude to a better communicative purpose.2. TBLT has greatly improved their English level and communication skills.3. TBLT has made a great alteration in oral English class from the teacher-centered to the students-centered.This study has some limitations, such as confined by the time span, fewer and narrower subjects, conditions and varied levels of the students, this paper may be inaccuracy. But it may be valuable because it has done a preliminary work for the future researchers and teachers, in which the study may provide a truthful description of TBLT in oral English in high school.