Applications Of Task-based Language Teaching To Senior High English Reading Classes In The Dabie Mountain Region

Reading comprehension is a key part of English teaching.English learners realize their language input mainly through reading.In China's National College Entrance Examination,reading is also an important part.In fact,the new curriculum standards have also stressed the importance of English reading proficiency in English teaching.Therefore,to develop students' English reading proficiency is a requirement of not only senior high school English teaching,but also senior high school English tests.However,China's English reading teaching is still faced with many problems,particularly in remote areas.While working as an intern in Huoshan County No.3 High School,the author found that the local English teaching still followed the traditional 3P(“presentation”,“practice” and “production”)teaching model,in which teachers overemphasized on language forms,thus ignoring the meaning of language.Due to lack of interaction between teachers and students,the English reading class was boring,and could not spark students' interest in learning.Besides,under the learning environment,students lacked the initiative to learn English,excessively relied on teachers' interpretation to guess the meaning of new words,analyze sentence patterns,grasp the general idea of articles,and realize sublimation of feelings acquired from reading.As a result,many students could not effectively and solidly understand basic knowledge,let alone improving their English reading proficiency.Therefore,how to change the classroom teaching status of English reading has been an issue of great concern to local teachers.With the emergence of task-based language teaching model,the traditional language teaching model has been deprived of its dominant role,thus offering a new thinking to the current English reading teaching.So far,many teachers have applied task-based language teaching(TBLT)to their reading teaching practices.Nevertheless,it remains a question whether TBLT is a panacea for English classroom teaching in different places.The author carried out a 3-month experimental research in Huoshan County No.3 High School to examine the validity of TBLT in senior high school English reading teaching in the Dabie Mountain Region.According to theories of previous scholars,the traditional teaching method and TBLT are comparatively analyzed in terms of their validity and significance in senior high school English reading teaching in the Dabie Mountain Region.The respondents were made up of 56 students from Class 3 Grade 10,and 54 students from Class 5 Grade 10.Class 3 was the experimental class,and TBLT was applied to their English reading teaching.Class 5 was the contrast class,and the 3P teaching method was adopted.Then,the questionnaire results and test scores before and after the experiment are comparatively analyzed.And the author find that there are significant differences between the two classes in terms of their attitude towards the teacher's adoption of TBLT.Specifically,an increasing number of students from the experimental class are accustomed to TBLT,and a majority of them express their hope that the teaching method can be maintained for the reading class.In contrast,there are obviously fewer proponents of TBLT in the control class.Finally,the author comes to the conclusion that TBLT can more effectively stimulate students' interest in learning and improve their English reading proficiency.Despite the satisfactory results achieved by TBLT in senior high school English reading teaching in the Dabie Mountain Region,problems arising from the implementation process cannot be ignored.Regarding these existing problems,the author proposes relevant suggestions,hoping that these suggestions can provide valuable implications for teachers of the Dabie Mountain Region to effectively construct and implement the TBLT model.