A Study On The Application Of TBLT To English Listening Teaching In Junior High Schools

Listening is an indispensable part of English learning.As an important information input source,many scholars support “ Listening comes first ”,its importance is beyond doubt.However,most of the listening research is concentrated on universities in our country,and listening in Chinese junior high schools has not received its deserved attention.The 2011 English Curriculum Standards clearly states that “open task-based activities should be added in English teaching”.TBLT is a kind of teaching mode which rose in the 1980's.It takes the specific task as the learners' learning motivation,the task completion process as the learning process,and the learners' presentation of tasks as the way to measure the teaching effect(Brumfit & Johnson,1979).TBLT has had a mature theoretical system and research in foreign countries,but the effects of TBLT in listening teaching in domestic junior high schools need to be further studied and discussed.In order to test the effect of the application of TBLT in English listening teaching in junior high schools,the author makes an empirical study on the students of Grade 9 of Xidian Middle School in Daming,Handan.This study lasted four months,that is a semester and his study is conducted to answer two questions: 1.How can English teachers improve students' prediction ability in English listening teaching by using TBLT? 2.Among high,middle and low levels,on which level of the students does TBLT have the greatest influence?This thesis is divided into five parts.The first part is an introduction which mainly includes the research background,the research significance and the whole frame structure of this thesis.The second part is the literature review,which mainly introduces the definition and theory of task,TBLT and listening strategy,the theoretical basis of the research and the present the situation of the research of TBLT in listening at home and abroad.They not only pointed out the types of tasks,how to design effective tasks,and what should be paid attention to when designing tasks,but also studied and summarized the specific framework of task-based teaching method.The third part is the empirical research part.The research problems,the research subjects and the research process are introduced.The fourth part is data analysis and discussion.The fifth part is the conclusion.The author summarizes this study and points out the limitation and implication of the study.After the data analysis and discussion,the author's research questions have been verified.1.TBLT can effectively improve students' predictive ability in listening.2.Among the students of the high,middle and low levels,the students at the middle level have the most significant improvement in their listening and are most affected by TBLT.Although the scores of the other two levels of students have also been improved,the extent of improvement is not as high as that of the mid-level students.TBLT has little influence on high-level students because their scores are above 20,and there is no room for improvement.The impact on low-level students is also relatively small,probably because their foundation is too poor,and the experiment time is relatively short,the impact of TBLT on them has not yet been reflected.At last,we should see that there are still many defects and limitations in this study which need to be further improved at the same time.