An Investigation Into The Implementation Of TBLT In Rural Junior High School

In 2011,the English Curriculum Standard for Junior High School has put forward that the main goal is to develop students' comprehensive language competence.Task-based language teaching has met the requirement of Curriculum Standard and gained widespread acceptance as an effective approach for elementary education.However,there is a gap in teaching between rural areas and cities,which affects the use of TBLT.Therefore,it is vital to investigate the implementation of task-based language teaching and understand the limitations in task-based language teaching.This paper aims to answer the following three research questions:Question 1: What is the current situation of implementing of TBLT in English classroom in Rural Junior High School?Question 2: What are the major problems of applying TBLT in Rural Junior High School?Question 3: What is students' attitude towards the implementation of TBLT in English class in the investigated schools?This study lasts four months,taking Beita Junior High School in Chaoyang City as the research object to investigate the implementation and effectiveness of TBLT.30 English teachers and 126 students participate in the study and receive investigation.And four teachers and eight students receive interviews about their perceptions of TBLT.Two English teachers are selected from grade one and grade two of junior high school for observation.Each teacher is observed for six classes.Finally,the questionnaire data,the results of classroom observation and interviews are collected and analyzed.The results of this study show that task-based language teaching has been recognized by teachers and enjoyed by students in rural junior middle school English teaching.However,due to the poor English foundation of rural students,the lack of relevant training for teachers and the low salary of teachers,the use of task-based language teaching is restricted.Teachers use task-based language teaching to cultivate students' autonomous learning ability and learning strategies that has no significant effect.Task-based language teaching combined with the teaching characteristics of different regions can be better used in English teaching.