A Study Of Effective Strategies On Implementation Of TBLT In Rural Senior Schools

The ministry of education issued the New English CurriculumStandards in the autumn of2001, which clearly put forward "advocate thetask-based language teaching (in short TBLT in this paper), and let thestudent achieve the goal of the task and feel successful under the teachers’guidance, through perception, experience, practice, participation andcooperation, In the process of learning, students’ emotion and strategy areadjusted to form a positive learning attitude and improve the ability ofusing language." Since the New English Curriculum Standard advocatesTBLT, it has become the focus in the academic circles in our country.However, how is the implementation of TBLT in the rural senior schools?What are the teachers’ attitudes towards TBLT? How is the adaptability andfeasibility of TBLT in the rural senior schools? How to improve theeffectiveness of implementing TBLT in rural senior high schools? Thesequestions are worth considering, so it reflects the reality and necessity that the current situation of implementing TBLT is investigated and analyzed.Based on the above problems, this study first does up the literature ofTBLT at home and abroad in the way of the literature review.Then designthe questionnaire to investigate and interview the English teachers on thepresent situation of implementing TBLT in4rural senior high schools ofFuzhou City Jiangxi Province. The survey and the interview consist of thefollowing four aspects: teachers’ attitude to TBLT, the specific situation ofTBLT implementation, the effect of TBLT implementation and thedifficulties of implementing TBLT.The survey indicates that TBLT has been applied to the Englishclasses in senior schools in Fuzhou, Jiangxi Province, and make someachievements. The local teachers have a vague understanding of TBLT andhold different opinions, but they are still interested in TBLT. Theimplementation of TBLT not only enhances a variety of dimensions of thestudents’ abilities, but also advances the qualities of teachers. However, theoutcomes of TBLT implementation are not promising. On the one hand,teachers don’t shift from traditional roles; on the other hand, the ability andquality of both the teachers and students are neglected during the process ofdesigning tasks. What’s more, others reasons holding back theimplementation of TBLT include the overemphasis of enrollment rate, teachers’ heavy burden, the system of assessing teaching activity andstudents’ low participation.To raise the effectiveness of TBLT in rural senior schools, this paperattempts to offer some strategies for teachers and relevant educationdepartment, hoping to take some instructive effect on the futureimplementation of TBLT.However, due to the limited time and energy, this study has itslimitations. For example, this paper is mainly from the angle of teachersand the samples of investigation are very small. The author will graduallycorrect these limitations in the future research.