A Contrastive Study Of The Application Of Task-based Language Teaching Method In English Classroom Between Junior High School And Senior High School

Task-Based Language Teaching(TBLT),which emerged in the 1980 s,has a history of more than 20 years of research in Western countries.In 2001,China officially introduced the concept of task-based foreign language teaching to the classroom,and began the research and practice of task-based foreign language teaching in China.In recent years,with the introduction of TBLT teaching theory into English as Foreign Language(EFL)classroom,TBLT has attracted the attention of second language acquisition researchers,syllabus creators,educators,teacher trainers and language teachers.Junior high school and senior school both belong to the secondary education level.But in junior high school and senior high school,students have different learning goals and learning methods.Teachers apply different teaching methods when facing these two groups of students.Today,many studies on TBLT focus on theoretical principles,although many studies focus on how teachers apply TBLT in different stages of the classroom,there is relatively little empirical research on teachers' understanding of TBLT principles.Furthermore,there are few comparative studies on the differences in the use of TBLT by teachers at different stages,especially in the junior high school and senior high school stages?Even fewer studies were made on the differences in TBLT application by teachers at different ages and with different teaching experiences.This research uses qualitative research methods.According to the age and experience of teachers and the education stage of the teachers,eighteen teachers from both junior high school and senior high school teachers are selected as the research participants.The research questions are mainly focused on factors affecting the use of TBLT in junior high school and senior high school stages and the differences in the application of TBLT by teachers of different ages with different teaching experiences.The study collected eighteen interviewees with semi-interviewed method and the data collected was analyzed in the form of Thematic Analysis(TA).The research questions of this thesis are,Question 1.How is Task-based Language Teaching(TBLT)applied in junior high school and senior high school? Question 2.What are the factors leading to the differences in the application of TBLT in junior high school and senior high school? Question3.What are the factors leading to the differences in the application of TBLT by teachers in different ages and with different teaching experiences?The research results reveal that all of junior high school and senior high school teachers use TBLT in their classroom and have certain understanding of TBLT;teachers in different education stages(junior high school and senior high school)have different emphasis on TBLT application which caused by students' age characteristics,curriculum and teaching objectives and teachers teaching focus;young teachers are more likely to accept emerging teaching methods than senior teachers.The main factors causing the differences are their teaching habits and their opinions of TBLT.Therefore,the practical significance of this study is to understand the different applications between junior high school teachers and senior high school teachers in different ages and with different teaching experiences on TBLT.This will help more teachers focus on the specificity of the educational object when applying TBLT and to use TBLT scientifically and suitably.