An Empirical Study On Reducing Senior High School Students’ Classroom Reticence By Tasked-basked Approach

The New Curriculum Standard of English on senior high school lays stress on theteaching function of the class，which demands t’eachers and students’ participation andinteraction in the classroom actively. Participation and interaction are very important indeveloping students’ language ability and language proficiency. The new curriculum reformproposes higher demands for English teaching in senior high school, which advocates givingfull play to the subjective initiative of students and teachers and it not only stresses teachers，teaching，but also students’ learning. Besides, the new curirculum also requires teachers andeducators to cultivate the students’ competence on thinking and expressing in English.However, the fact is that most of the students tend to remain reticent in the English classroomteaching process, and they rarely take active part in the classroom communication, what isworse, even there is no classroom communication in English class at all Therefore，classroomreticence in English class has been widely discussed in recent years. On one hand，in theprevious study，researchers investigated classroom reticence from characters of students, basicculture，and ways of questioning, but ignored of the teaching approaches. On the other hand,the traditional teaching methods are still explored by many teachers in English teachingprocess. So for the sake of reducing the classroom reticence, the author researches it from anew angle—the teaching approach. By absorbing and integrating the previous research onclassroom reticence and task-based approach, this thesis proposes applying task-basedapproach which is good for communicative ability to reduce classroom reticence in Englishclassroom. In this paper, the research subjects were selected randomly from four classes ofsenior two with a total of132students in Linfen NO.5senior high school The paper mainlyfocuses on the following four questions:(1)What is the present situation of English Classroom Reticence in senior high school?(2)What is the relation between the learners’ classroom reticence and their languageachievements? (3) What is the effect of task-based approach on mitigating the classroom reticence?(4) What is the effect of task-based approach on improving the students’ Englishachievements?To research the classroom reticence for further study, the researcher conducts aninvestigation among132students to research the situation of the classroom reticence. Thenone class including38students is selected as the experimental class while the other classconsisting of38students is chosen as the control class for the experiment. During the16weeks’ experiment, the students of the experimental class have been guided to study by usingtask-based approach, and the students of the controlled class receive traditional lectures asbefore. Not only the quantitative methods including the questionnaire and test, but alsoqualitative methods in terms of interview were adopted in the experiment.By analyzing the data with the SPSS19.0, the results of the experiment are shown in thefollowing:(1) There is strong reticence in senior high school classroom based on thequestionnaire;(2) There is significant inverse correlation between the classroom reticencelevel and the students’ achievement.(3) The task-based approach is more effective in mitigatethe classroom reticence.(4) The task-based approach has improved the students’ Englishachievement.Finally, the author makes a conclusion to make a foundation for deep research in thefuture.