Problems In The Implementation Of TBLT

Task-based Language Teaching(TBLT)originates from Communicative Language Teaching.In TBLT,students use the target language to communicate with each other in authentic contexts and in this way they complete tasks with purposes.Languageknowledgesystem is constructed on their own personal experiences.Thus students ultimately form the ability to use the language.The National English Curriculum Standards has been implemented since 2001 and it highly advocates TBLT in English teaching.Accordingly,Jiaxiang Foreign Languages School began to apply TBLTinto its English teaching from that year,but there still exist many problems in the implementation of TBLT.In order to make out the major problems in the practice of TBLT,the author investigated 44 teachers in Jiaxiang Foreign Languages School.Questionnaire,class observation and interview are used to find out the problems.The major findings are:1)There still exist some problems in the implementation of TBLT in middle school English teaching.Most of the teachers hold positive attitudes towards TBLT.Some of themjust have a preliminary concept of TBLT,but lack systematicalknowledge onits theory.Task-based teaching design before classes is insufficient.Teachers are organizers and controllers in classes,but the roles as assessors,counselors or resource providers are often neglected by them.The intervention towards students is not as minimal as it should be.Besides,assessment given by the teachers is not specific enough and some teachers have no clear idea about what should be the emphasis of their assessment in a class with TBLT.2)Some factors hinder the implementation of TBLT.The current evaluation system cannot meet the standard of TBLT.Teachers lack systematicalknowledge onthe theory of TBLT.It's difficult for teachers to apply TBLT in big classes.Heavy work burdens make it exceedingly difficult for teachers to employ TBLT in classroom teaching.These things are the main factors that restrict the implementation of TBLT.According to the results of theinvestigation,the author proposes somesuggestions.Teachers should improve their theoretical level on TBLT as well as the ability of applying TBLT to practical English teaching.When designing the tasks,teachers should understand the components and phases of a task and know the principles of a task.If possible,students can be involved in designing the tasks.Teachers shouldn't just be organizers and controllers in classes,but also be assessors,counselors or resource providers.Teachers can apply three formative assessment methods.The effective teaching mode in large size classes also should be formed.