| This is an empirical study on the application of Task-based language teaching in high school grammar teaching.With the integration of global economy, exchanges and cooperation of politics, economy and cultures between countries are constantly enhancing. As the global language, English has become more and more important. English teaching has existed for more than a hundred years in China, which has cultivated a group of English talents. But there exist many problems in current English teaching: costing much time but with little efficiency, paying more attention to reading and writing but not much to listening and speaking, much attention to memorizing but little to practical use, which cannot meet the new needs of the time. As an entirely new language teaching methodology which rose at the end of the 1970 s, Task-based Language Teaching has drawn scholars’ intensive attention both at home and abroad, as it offers a new solution to language teaching. In the early 1990 s, Chinese scholars tentatively applied task-based language teaching to the practice of English teaching. In 2011, the national education department established the New English Curriculum Standards, in which the Task-based language teaching is advocated, so that the concepts of “student- centered teaching” “elicitation teaching” and “experiential teaching” in the new standard can be actually implemented to enhance students’ comprehensive language ability and cultivate their communicative talents.As the development of new curriculum reform, task-based language teaching has been popularized to some extent in English classes such as vocabulary teaching and writing class and achieved good effect. Due to the regional divergence of education in our country, teachers in cities have used task-based language teaching widely, while most teachers in counties still use the traditional teaching method. Considering that grammar teaching is both an important point and difficult point and there hasn’t been a consistent and effective idea about how to teach grammar in the field of English education, this thesis attempts to apply the task-based language teaching to the teaching of English grammar in the county senior middle school, aiming to find a new way for grammar teaching in county schools.In this research, the author attempts to study the effect of TBLT in the grammar teaching in county middle schools by answering the following two questions.1. In grammar teaching, is TBLT more effective than the traditional 3P model?2. Compared with the traditional 3P model, is TBLT more advantageous in stimulating the interest of students in the county in learning grammar?The author conducted the research in Tongxu NO.1 senior middle school where the author acted as an English teacher. There were 100 students who participated in the research. The author divided them into two classes: EC and CC. Each class had 50 students. In the research, the author analyzed students’ interests in grammar learning both in the EC and in the CC through a questionnaire. At the same time, the author designed two tests: pre-test and post-test. In order to make sure the accuracy of data, the author used SPSS software.The experiment went through six steps: 1. pre-test, 2. teaching design, 3. classroom observation, 4. interview, 5. post-test, 6. questionnaire. The purpose of pre-test was to learn students’ grammar level, which was to see whether EC and CC are at the same level. The author designed different teaching plans for EC and CC according to different teaching methods. In EC, the author adopted TBLT in teaching grammar, while the author adopted the traditional method in CC. In the third step, the author adopted classroom observation and recorded students’ behavior. The author graded students according to their behavior in order to learn students’ attitudes towards different teaching methods. In the fourth step, the author interviewed teachers who had different teaching experiments and asked them to give their own views. After finishing the above experiment procedures, the author gave the post-test and compared the result of post-test with the results of pre-test. In the last step, the author conducted a questionnaire among students in CC and EC and collected data, which was to analyze students’ interests in grammar learning.After processing the data, the author found that the mean of post-test in EC was higher by 6.4 than the mean of pre-test in EC. The sig.(2-tailed) is.000 which is less than 0.05. It indicates that the difference between the pre-test and the post-test of EC is significant. While the mean of post-test in CC was higher by 0.98 than the mean of pre-test in CC. What’s more, the sig.(2-tailed) is.013 that is less than 0.05, which also means that the difference between pre-test and post-test of CC is significant. According to the Independent Samples Test in the post-test, the P is.003 and it is less than.05. Thus, their mean scores are significantly different at the 5 percent level. As for 95% Confidence Interval of the Difference, there is no “0” value between the Lower value and the Upper value that are 1.91962 and 9.04038 respectively. From statistics, we can know that there is obvious difference between EC and CC. Students of EC have made much progress in grammar learning. The data results prove that TBLT is more effective than the traditional 3P model in grammar teaching of counties. Thus, in grammar teaching of the county, TBLT is more effective than the traditional 3P model. From the data of questionnaire, the author found that 80% of the students of EC had interests in grammar learning. While only 40% of the students of CC had interests in learning grammar. Thus, we can draw the conclusion that TBLT is more advantageous in stimulating the interest of students in the county in learning grammar, compared with the traditional 3P model. Compared with students in CC, students in EC are more active in speaking English and communicating with others. From above analysis, TBLT can improve students’ comprehensive ability in the county, compared with the traditional 3P model. |
PDF Full Text Request