Research On The Application Of Task-Based Language Teaching In Post-reading Activities Of Junior High School Students

Traditional teaching of English reading in junior high school tends to emphasize vocabulary,sentence patterns and grammar,ignoring the practical use of the English language.Through analyzing the current situation of the classroom teaching in junior high school,aiming at the existing problems during the teaching of English reading,this thesis attempts to improve the efficiency of classroom teaching of reading and the students' reading ability,motivate the students' learning interest by using the Task-based Language Teaching method in the post-reading activities of classroom teaching of reading.Task-based Language Teaching method emphasizes "learning by doing",in which learners engage in naturalistic learning by experiencing as well as doing language learning tasks.It not only helps improve the students' integrated skills in English reading,but also contributes to the cultivation of cooperative spirit and learning interest.In the research process,this thesis states some related theoretical basis of Krashen's Second Language Acquisition Theory and Swain's Output Hypothesis,expounds some related notions of TBLT method and the superiority of TBLT method comparing with the traditional teaching method and introduces the definition of post-reading activities and some common activity forms.This thesis gives some specific advice about how to organize practical post-reading activities and introduces several kinds of classroom study cases.This thesis works on solving the following research questions by applying the Task-based Language Teaching method to the post-reading activities of classroom teaching of reading.(1)How do junior high school teachers improve the effect of the task-based language teaching in post-reading activities?(2)What kind of active effect will occur to the English learning for junior high school students after implementing of the TBLT method in post-reading activities?Through one-term teaching experiment,by collecting and analyzing the test data and the result of the students' questionnaires,the author draws the conclusion that there is a close relation between the effective post-reading activity and the improvement of the teaching quality.There are plenty of positive influences after applying the Task-based Language Teaching method to the post-reading activities of classroom teaching of reading.Firstly,students' reading achievements are improved and their reading interests are roused.In addition,their reading motivation has changed from the exam pressure to the inside interest and personal attitude.What' s more,more and more students have had the awareness of using reading strategies and gradually developed good reading habits.