A Study On Application Of The TBLT Approach In English Reading Class In Junior High School

English reading teaching in junior high school is a pretty important part in English teaching. To cultivate and improve students’ reading comprehensive ability is the main purpose in reading class. The education ministry issued English Curriculum Standards for Nine-Year Compulsory Education in 2003 which clearly advocates Task-based Language Teaching, and make clear that teachers should try their best to adopt task-based language teaching to make students think, discuss, cooperate and communicate with each other to finish tasks for achieving teaching goals instead of imparting language knowledge uniquely in a whole class. With the implementation of TBLT, more and more scholars and experts initiate researches on task-based teaching in class and get abundant accomplishments. Teachers begin shift their attention to students, and classroom teaching starts to be students-centered. The teaching objectives are not only to improve students’ reading abilities but also improve their ability to use English comprehensively.This study aims at finding out whether the application of TBLT to reading teaching is more effective than the traditional 3p approach in improving students’ reading ability in junior grade three, and whether TBLT approach in English reading class can stimulate students’ reading interests as well as whether the implementation of TBLT approach can improve students’ comprehensive ability in English. The subjects of the experiment are 86 students. They are from Class Three and Class Two Grade Nine in Bijie Sanlian School, in Guizhou Province. Comparative research is adopted in the study, and chooses one class as the experimental group and the other as the control group randomly. The author adopted the traditional 3p teaching approach in the control class while task based teaching approach in the experimental class. Two tests which are the pretest and the posttest had been carried out during the research, and two questionnaires are employed to find out the effect of applying the TBLT Approach to junior high school students. The results of the tests show that experimental students make greater achievements in English reading parts than before after five months’ experiment. Through the comparison of the results of the two questionnaires, the author found that TBLT Approach have increased students’ interests in learning English and their reading habits and reading strategies are all improved efficiently after the experiment and it can be accepted by most of the students.The thesis consists of five chapters. Chapter one is an introduction. It is an overview of the whole thesis. Chapter two is a literature review, which mainly includes the theoretical basis of TBLT Approach—constructivism, the Input and Output Hypothesis and the Scaffolding Theory. Chapter three is the research design of the study. Chapter four refers to the results of the experiment and discussion. This chapter will present the data got from the experiment, and discuss the collected data—the analysis of the two tests and the analysis of the two questionnaires. Chapter five is the conclusion of the whole thesis. It includes the conclusion of the whole thesis, the implication and limitation of the study.The results of this research indicate that the TBLT Approach is of great significance in English reading teaching for junior grade three students. From the study, the author realizes that the students’ English reading ability can be improved in the course of completing various tasks, and teachers should change their traditional roles and try to provide more opportunities for students to communicate with others. Besides, the teachers should create more ways to increase students’ interests in Learning English. The author believes that TBLT Approach should be applied in more schools, and it is essential for the teacher to lay more emphasis on students’ active role in English reading teaching.