A Study On The Application Of Task-based Language Teaching Approach In “Story Time” Section Of Primary School English Of Yilin Edition

In September of 2012, the students in Jiangsu Province started to use the new teaching materials according to the curriculum goals and teaching requirements set by the new English Curriculum Standard. Facing the reform of teaching materials and the change of teaching content, it is necessary to explore and study.“Story time” section is the core section of each unit. However, most of the teachers have one-sided understanding on the teaching of this section who still use the traditional teaching way, explaining the vocabulary and reading the text loudly. They regard this section as reading teaching, ignoring the main position of students and the cultivation of students' comprehensive language competence. However, this traditional teaching way goes against the curriculum ideas.The new curriculum standard explicitly points out teachers should create a variety of contexts which are closed to real life, adopt progressive language practice activities and all kinds of teaching approaches and methods which emphasize both the process and the result, such as task- based language teaching approach, training students to use English to do things.Based on the current teaching situation of “Story time” section, this study attempts to combine the task-based teaching approach with “Story time” section teaching.Through the related experiment, this study aims to explore the effectiveness of this teaching model and the teaching procedure based on the task-based text teaching in order to provide some opinions and suggestions for “Story time” section teaching of primary school English.The questions to be solved in this thesis are as follows:1. How to implement TBLT in the classroom teaching of “Story time” section ?2. Which aspects are helpful to the improvement of students' comprehensive language competence in the application of TBLT in “Story time” section ?The empirical study lasted for about four months. The author carried out the experiment from November 2015 to April 2016 in Wang Ji Central Primary School of Suining county. The 62 students in Class 2, Grade 4 are the subjects of the experiment.The author has adopted these methods of tests, questionnaire survey, and interview to study the change of the learning effect of “Story time” section before and after the experiment. Before experiment, the 62 students were tested and asked to finish the questionnaires. They were tested and surveyed again after the experiment and the results of the tests and questionnaires were analyzed further. After the experiment, nine students were interviewed including three excellent students, three average students and three poor students. Through the interview with students, getting to know the effects and problems of the application of TBLT in “Story time” section which are conducive for the teacher to adjust and improve.According to the classroom practice and the analyses of tests, questionnaires and interviews, the conclusions are drawn as follows:1. This study combines Willis' framework of task-based learning with the specific teaching contents of “Story time” section by classroom practice, which lasted for about four months, to explore the task-based language teaching procedure in “Story time”section. The author also summarized some tasks based on the texts in “Story time”section through theoretical study and classroom practice, such as different forms of listening tasks, role play, questioning, information transfer activities, jigsaw reading,memory challenge activities, creating a new discourse and even written tasks based on the texts.2. By comparison, the average score of the post-test is 8 points higher than that of the pre-test, the pass rate increases by 18% and the excellent rate increases by 19%,which fully shows TBLT approach is helpful to improve students' comprehensive language competence in “Story time” section. Through analyzing questionnaires, the author found out the improvement and progress of students' learning motivation,learning interest, classroom performance, participation, listening, speaking, reading and other aspects. 95.2% of the students hold the positive attitude to the application of TBLT approach in “Story time” section. It is easy to see that the application of TBLT approach in “Story time” section stimulates students' learning interest and motivation, motivatestudents' learning initiative, promotes the interaction between teachers and students and cultivate students' language skills.To sum up, this empirical research has achieved some results. But this research was carried out under limited conditions which included the limitation of experimental period and the influence of the experimenter's academic level and objective factors. So,there is a need for further study on the shortcomings of the experiment. Expecting the results of this study can provide some theoretical and practical guidance for the teaching of “Story time” section.