An Empirical Study On Task-based Language Teaching Of English Listening In Rural Junior Middle Schools From Weak Communication Perspective

This thesis is an empirical study on task-based language teaching of English listening in rural junior middle schools from weak communication perspective.As is known to all,listening comprehension is the significant component of English learning.The general approach of English listening teaching in rural junior middle schools is applied all the time.In this way,the teaching procedures are:listen to the tape,answer the questions and check the answers.The general language teaching leads to the boring class atmosphere.The students are lack of the interest in English listening learning.However,since task-based approach has been introduced into China,many foreign language teaching experts and researchers did some studies and experiments on English language teaching.A lot of studies show that this kind of teaching method is helpful to the developed regions' English listening teaching,while the results proved to be unsatisfactory in rural areas.And many difficulties are in the way when carrying it out.According to the current teaching situation,the weak version task-based approach applied to English listening teaching in rural junior middle schools is analyzed in this thesis.And the major aim is to explore a suitable way for English listening teaching in rural middle schools.Based on the weak version of communicative approach,this thesis tries to answer the following questions:1)What is the effect of task-based teaching on the rural students' English listening learning interest from weak communication perspective?2)What is the effect on the rural students' listening scores?3)What is the effect on the high proficiency listeners and the low proficiency listeners?The experiment takes one semester,and 96 students of Grade Two from a junior middle school in Nan County of Hunan Province are chosen as the research subjects in the research.Class One has 48 students applying weak version task-based language teaching which is taken as the experimental class.Class Two has 48 students applying traditional language teaching which is taken as the controlled class.To make the results more reliable,we teach these two classes by ourselves.And we adopt the same textbook Go for it!published by People's Education Press.The data analysis is conducted by the combination of the pre-test and post-test on students' listening scores,the questionnaire and face-to-face interview on students' listening interest and the data are analyzed by software SPSS20.The study shows that the task-based language teaching from weak communication perspective can motivate students' listening learning interest,improve students' listening scores and has positive effects on both the learners of high proficiency and low proficiency.All in all,it proves that the task-based language teaching from weak communication perspective can create a good learning atmosphere in rural junior middle schools' English listening teaching and inspire students' initiative and enthusiasm to learn English.And it can also motivate students' English learning interest and improve their listening scores.Due to the limited time and research conditions,the deficiencies of this research are unavoidable.First of all,the number of students involved in this research is limited.In the future,if more students could take part in the study and the results would be more convincing.Secondly,because of other uncontrolled factors,the scores of the tests cannot precisely present the students' real abilities in English listening aspect.In the future,more students could take part in the study,and a more effective system should be proposed to evaluate the students' English level before and after the task-based teaching from weak communication perspective.