An Investigation On Task-based Language Teaching Approach Applied In English Vocabulary Teaching In Senior High School

Vocabulary is the fundamental part of English learning.Since the 1980's,TBLT has gained attention from researchers and educators abroad and at home.With the progress of human cognitive level and the development of society,task-based language teaching approach(TBLT)has been gradually applied in reading,oral English classroom teaching actively by foreign language teachers,however,the researches on TBLT applied in senior high schools' vocabulary teaching are relatively few.It is required that not only increase the amount of vocabulary but also proposed that learning vocabulary means both to understand the meaning of vocabulary in context and also make full use of vocabulary in daily life.For these reasons,TBLT has been applied in vocabulary teaching in senior high schools.Then,what problems exist in applying TBLT in vocabulary teaching? What are the causes of those problems? What are the possible ways to solve the problems? Based on these questions,it is necessary to do an investigation on task-based language teaching approach applied in vocabulary teaching in senior high school.The paper uses literature review method to elaborate the research from domestic and abroad,and then choose students and English teachers in Luoyang No.1 senior high school for four-month investigation.Finally,it comes to conclusion and offers some feasible advice.From the research,the author found three phenomena: students have little interests in vocabulary learning and they are lack of abilities to consolidate the vocabulary in context;English teachers have realized the significance of TBLT,but teacher-centered approach plays a dominant role in vocabulary teaching.With the pressure of college examination entrance,vocabulary teaching class seems boring for students in senior high school,and a large number of students choose to spend much time on grammar exercise or reading materials.In order to solve the problems,the author makes suggestions as follows:on the one hand,English teachers can conduct vocabulary class with TBA creatively,so that stimulate students' interest on vocabulary learning;on the other hand,teachers may better combine vocabulary with social life and class activities.The teachers and school institutions try to change students' attitudes towards the English examination temperately.There are five chapters in the thesis.Chapter one is the introduction of research background,research motivation and objectives,and an overall structure of the thesis.Chapter two is literature review of researches on TBA and English vocabulary teaching at home and abroad.Chapter three is research methodology,which includes research questions,research subject,research methods,and data collection.Questionnaire method,interview method,and classroom observation method are applied in the research.Chapter four is results and discussion which analyzes the data introduced in chapter three.Chapter five is conclusion,which contains major findings,pedagogical implications and limitations and prospects of the research.