Application Of TBLT To Oral English Teaching In Vocational Middle Schools

In the modern business communication, Business Oral English plays a more and more important role. The Business Oral English Teaching in vocational school has become necessary in facilitating the students’ oral language ability and employment qualification in the future. But in the actual English teaching process, it is still a weak section to cultivate the students’ communicative competence.The task-based approach, based on studies done by foreign language teaching researchers, has been one of the influential language teaching approaches since 1980 s. It emphasizes the model of “student-centered” and “learning by doing”, which makes the language teaching much more empirical and realistic by fulfilling of the real tasks. In this case, it enables the students to learn and acquire the language competence in the communicative activities with purposes. Some researchers have done a lot of experiments and studies on the teaching and learning effects of implementing TBLT in oral English classroom. But the particular situation of teaching Business Oral English in vocational school has not been paid enough attention to. So the study is carried out to investigate the feasibility and necessity of implementation of TBLT in Business Oral English classroom.In order to promote the students’ learning interests, enhance their oral language competence as well as enlarging the professional knowledge related to the future business work, an experiment of applying TBLT in vocational middle school was conducted for a semester. Two natural classes of students in Ganzhou Profession and Technology School in Grade 2 are chosen as the experimental class(Class A) and the controlled class(Class B). At the very beginning of the semester the students from both of the two classes were given a pre-assessment to exam their oral English proficiency and were found that their language proficiency and professional knowledge related to the business is similarily low and narrow. Besides that 10 students from the experimental class(Class A) are chosen to be pre-interviewed about their current attitudes towards the oral English learning. And the data showed that there were some problems hindering the cultivation of their language fluency and proficiency. At the half of the semester, a post-assessment in the experimental class and controlled class were exerted again. And the learners who were chosen to the pre-interview were given the post-interview again in the experimental class. According to the data of the tests and interviews, it is concluded that TBLT in Oral English Teaching is feasible, necessary and effective. The learners’ business oral language proficiency is greatly improved and their language competence related to the Business fields is highly developed.Based upon the results of the study, TBLT is an effective and practical approach in promoting students’ oral language proficiency, arousing their interests and increasing their confidence.