A Survey On Degree Of Student Behavioral Participation In Junior High School English Classes Based On TBLT

Student participation is part of classroom teaching activities, it plays a key role in the classroom teaching. The new English Classroom Curriculum Standards calls for the task-based language teaching model, which forms and develops student’s comprehensive language skills and achieves integral target by measures of practice, participation and cooperation, etc. An analysis of the present degree of the student participation under task-based teaching model contributes to perceiving a further knowledge of the affecting factors and inspiration of teaching to facilitate the participation levels and students’ whole development.This thesis is a survey. Professor Kong Qi Ping’s research provides a reference in this thesis and defines a student participate in the unification of the behavior, cognitive and emotional involvement. However, in this thesis, I would like to investigate the degree of student participation in English teaching classroom only by behavioral dimension.Behavioral participation includes two variables, namely, attentive study and intensive study.75 students were chosen as subjects from two classes in grade two of the experimental middle school in city of Tong Liao.The student questionnaire, classroom observation and interview as the research method to inquiry the degree of student behavioral participation in junior middle school based on task-based language teaching. Definite research questions are:(1)What is the degree of student participation based on the application of TBLT in junior middle school?(2) What is the difference in students participation of gender and class academic achievements?(3) What factors affect the degree of student participation in the methodology of TBLT?The major research results as follows:(1) The whole level of student behavioral participation in the method of TBLT is a state of positive, but merely in a whole level, the median is not very ideal.(2) As for the student participation, in general, significant differences in gender and class academic achievements. Specifically, in gender, female students’behavioral participation level is higher than male students’. In class ranks of academic achievements, there are all statistically significant differences in the rest variables.(3) In addition to gender and class academic achievements, other influence factors in the three parts are summarized. For student’s part, are peer-pressure and self-efficacy. For teacher’s part, respectively, educational concepts and regulated skills. For classroom environment, are consist of classroom size and classroom climate.