A Study On The Implementation Of Task-based Approach In Oral English Teaching In Senior High Schools

The Task-Based Approach was emerged in western academia in the 1980 s, which is now widely adopted as a language teaching model all over the world. The TBA respects the dominant position of students and emphasizes the importance of “Learning by Doing” for students. In the meanwhile, it encourages the students to analyze and study the task in real situation and then to accomplish the tasks that are designed by the teacher with specific aim so as to achieve the goal of mastering the knowledge and skills of the language. Task-Based Approach breaks the routine of the traditional 3P teaching model(Presentation, Practice, Production), and it changes the situation of laying too much emphasis on imparting the grammatical knowledge. It renders the students with a more interesting and abundant activities experience which enables them to learn English in authentic situation. The Education Department of P.R.C issued the new edition of the National Curriculum Standard for English Teaching in 2001, and it especially emphasizes the implementation of Task-Based Approach in class. Later on, TBA has undergone theoretical research, practical research and reflective research in our country. Although there are numerous articles about TBA, it is rare to find TBA is specifically applied in some certain language teaching skills.This thesis is based on the requirements of National Curriculum Standard for English Teaching and the implementation status of TBA in senior high schools so as to seek a specific and effective method to apply TBA into oral English teaching and a set of suitable teaching mode for TBA in senior high schools by the experiment. The main purpose of the experiment is to cultivate the students to communicate in English with fluency and accuracy in actual social occasions so as to contribute to the wider spread and application of TBA for oral English teaching. During the research, this article mainly adopts questionnaire and experiment to study the implementation of TBA. The author randomly selects two classes in No.2 Middle School of Chifeng with a total number of 100 students(N=100). There are 50 students in the experimental class and 50 students in the controlled class. The collection of the data will be done by the results of the questionnaire which conducted twice and the oral test of pre-test and post-test. In the end, the data will be analyzed by SPSS16.0 so as to integrate qualitative analysis with quantitative analysis.According to the data: by comparing the experimental class which is under TBA with the controlled class which is under traditional teaching method, we can find out the experimental class has a more significant difference than the controlled class in the aspect of the result. That indicates TBA is effective in improving the students’ oral English competence to some extent and it will exert profound influence on oral English teaching in China. Finally, the author points out the advantages of TBA in oral English teaching and the limitations of the experiment. The author also encourages English teachers positively make the best use of TBA to make every effort to improve the students’ oral English competence.