Application Of Task-Based Language Teaching In Spoken English Class In Rural Secondary School

For students, the period of junior high school is important for their English learning, meanwhile the training of oral English ability is also the key process. However, under the present examination-oriented education system, oral English training would be easily weakened or even ignored during the teaching. This phenomenon seems even more obvious in backward rural secondary schools.Depending on the extensive and deep research along with on-the-spot interviews, the author understands there are several problems existing in the present English teaching in rural area, such as the weakness of teaching resources, the lacking of modern teaching equipment, the musty teaching concepts, the poor quality of student resources and the marginalization of oral English teaching, etc. In fact, the task-based language teaching(TBLT) has already been carried out in some rural schools but made little achievements, for the proper concept and procedure are not really implemented. By now, many scholars have made researches on the implementation of task-based language teaching(TBLT) in English grammar, vocabulary, reading, speaking, etc. And there are also comparative studies about the effect of task-based language teaching(TBLT) between urban and suburban schools. But there are rarely studies focusing on the difficulties and solutions of the application of task-based language teaching(TBLT) in oral English teaching, which aim directly at the poor reality in rural area. Therefore, the author aims to find out the problems and solutions of properly using the effective concept of task-based language teaching(TBLT) in the rural schools to carry out the teaching of oral English.On the basis of in-depth discussions and analysis of theories of task-based language teaching(TBLT) and individual teaching practice of task-based instruction, the author of this article investigated the case of a rural junior high school called Long’an Secondary School. This article is essentially a comparative experimental research. Questionnaires were administered to the teachers and students of this school. In addition, the author also conducted interviews with the teachers in this school. This article aims to know the implementation of task-based language teaching(TBLT) in spoken English teaching in rural junior schools in China, and address problems observed in the application of task-based language teaching(TBLT) of rural English teachers. Furthermore, in view of some empirical analyses, the author presents some useful recommendations. The task-based instruction is conducive to minimizing the disadvantages of the current English teaching practice and can also indicate some possible future directions for English language learners in rural China. The author believes that the task-based language teaching(TBLT) should and will certainly play a positive role in promoting oral English teaching in rural junior schools in China after the constant teaching practice and experience summary.