| Listening plays a significant role in daily communication. Language is acquired by comprehensible input while listening is one of the most important ways to acquire comprehensible input. So listening teaching is very important in the process of language teaching. But the listening teaching effect is not satisfactory in English teaching in China. There are still many problems which need to be solved in the current listening teaching in China, especially the listening teaching at secondary vocational school. So teachers should pay more attention to listening teaching. How to improve listening teaching is an important subject for secondary vocational school teachers. They need to find an effective way to improve listening teaching at secondary vocational school.The 2011 English Curriculum Standard recommends the application of TBLT to language teaching in primary school and middle school. Task-Based Language Teaching(TBLT) is a popular approach that emphasizes learning by doing. TBLT is the development of Communicative Language Teaching(CLT). Students are guided by teachers to finish the teaching tasks in TBLT class. The main points of TBLT are as follows: 1. Language acquisition is the result of using language during finishing the activities and it is not the results of teaching language knowledge and training language skills. 2. Teachers design tasks according to the specific language communication projects, students finish the tasks by different language activities such as expressing, communicating and inquiring to learn and master a language. TBLT is very popular in language teaching abroad and at home. A lot of teachers in China have done researches on applying TBLT to English speaking teaching, English reading teaching and English writing teaching. But the researches on application of TBLT to English listening teaching are fewer.In order to test whether TBLT is effective to English listening teaching at secondary vocational school, the author carried out an experimental research.Questionnaire and test were employed as research instruments in the experiment. Theexperimental subjects are from Nursing Major Class One and Two, Grade 2014,Huadu Branch Campus of Guangzhou Health School. Class One was chosen as Experimental Class(EC) and Class Two was chosen as Control Class(CC) at random.The experiment lasted for 16 weeks in order to find answers to the following two research questions:Question 1: Can Task-Based Language Teaching(TBLT) motivate secondary vocational school students to learn actively in listening class?Question 2: Can Task-Based Language Teaching(TBLT) improve the listening proficiency of the secondary vocational school students?After the experiment, the author analyzed the results of pre-questionnaire,post-questionnaire, pre-test and post-test in detail. An independent sample t-test for pre-test and post-test and a paired sample t-test for EC were done by SPSS Software.The study shows that TBLT approach can greatly motivate secondary vocational school students to learn actively in listening class. It can greatly change students' learning attitude that is from boredom towards listening learning to be interested in listening learning. TBLT can also arouse students' learning motivation in listening and it can also stimulate students to study English listening with specific purposes.Meanwhile, TBLT can improve secondary vocational school students' listening proficiency to some extent. Therefore, the present study provides some implications for listening teaching at secondary vocational school. |
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