The Application Of TBLT To English Vocabulary Teaching In Senior High School

As the New English Curriculum Standard was published and implemented in 2017,the requirement of English vocabulary for senior high school students becomes much higher.Not only need they learn the pronunciation,forms and meanings of English words,but also be able to understand information and express their opinions in language activities,such as in English listening,speaking reading and writing.Nevertheless,the author finds that student's proficiency in the use of the learned English words is weak at present according to the browse of literature and the reflection of practical teaching experiences.It is necessary to apply a different teaching method to assist students in accumulating English vocabulary and learning to use it in the English class.Task-based Language Teaching(hereafter abbreviated as TBLT)takes language tasks as the vehicle,regards the completion of tasks as the motivation and combines the study of linguistic knowledge with the cultivation of language skills tactfully,making students acquire a language in use.The application of the framework of TBLT in vocabulary teaching intends to divide the English class into three phases: pre-task,task cycle and language analysis,which helps students apprehend,memorize and learn to use vocabulary in the process of doing tasks,resulting in the accumulation and enlargement of English vocabulary at the end of conducting tasks.Furthermore,previous studies have proved the effectiveness of the application of TBLT in English vocabulary teaching.However,few researches illustrate in what aspects TBLT brings the most positive effects on the study of English vocabulary for senior high school students.Therefore,the present research tries to answer three questions:(1)what effects does TBLT have on senior high school students' interest and attitude toward learning English vocabulary?(2)What impacts does TBLT lay on the use of English vocabulary for senior high school students from the perspective of accuracy?(3)What influence does TBLT bring to senior high school students in the use of English vocabulary in a certain context in terms of diversity?In order to answer the above three questions,an empirical study is conducted in No.2 Senior High School in Xinyang.The author takes 128 students of senior one as the research subjects,of which 64 students are taught in applying TBLT while the rest in the general vocabulary teaching mode.Moreover,SPSS 20.0 is used to analyze the research data collected from the questionnaires and tests.The result of the analysis of research data shows that TBLT has positive effects on students' attitude and interest in learning English vocabulary and that the effect of TBLT on students' accuracy in their use of English vocabulary is not significant but TBLT has positive influence on students' diversity in their using English words in a certain context.The results of research may help English teachers realize that the design and arrangement of meaningful tasks in light of the teaching content can stimulate students' learning interest.Moreover,teachers can apply TBLT to teach English words skillfully based on the teaching needs and students' present English vocabulary level to improve their effectiveness of vocabulary acquisition.