Application Of The Task-based Language Teaching Approach To Senior High-school English Reading Teaching

As one of the main skills for realizing the English teaching goal,getting the information about English countries through English reading by students has great significance.The level of English reading affects the efficiency of students to acquire knowledge directly.Reading ability can reflect the learners' comprehensive language application ability.In the meantime,English reading comprehension accounts for a large part in the senior high-school test.In order to improve the learners' reading ability effectively and raise the learners' interests in English,the Task-based Language Teaching Approach was put forward in the 1980 s.The Task-based Language Teaching Approach stresses “the learner-centered” and advocates “learning by doing”.Besides,according to the New Senior School Curriculum Standards which are implemented by the Ministry of Education of China in 2017,the “Task-based Language Teaching Approach(TBLT)should be applied to the class teaching so as to promote students' language learning.”Although the Task-based Language Teaching Approach has been widely accepted,it is not widely used in English teaching.Based on the differences among students,the application of the Task-based Language Teaching Approach is also a meaningful topic to be studied in Fumin No.1 Middle School.Therefore,the author did some researches on this area purposefully.The paper studies the application of the Task-based Language Teaching Approach to the teaching of senior high-school English reading.The subjects of this study are the senior 2 students in two classes who study in Fumin No.1 Middle School of Yunnan province.Class 1601 is the experiment class,in which the Task-based Language Teaching Approach is carried out in English reading teaching,while Class 1602 is the control class,in which the traditional teaching methods are still used as usual.The experiment lasts 5 months.The experiment mainly answers the following questions:(1)Does TBLT help arouse senior high-school students' learning interests and trigger their learning motivation?(2)Does TBLT help train senior high-school students' reading skills and strategies soas to improve their reading ability?(3)Can TBLT promote senior high-school students' cooperation and communication with others?To obtain a correct understanding of the students' reading ability,reading level and the effect of TBLT,the experiment adopts the methods of questionnaires and tests,which are divided into questionnaires and tests before the experiment and after the experiment.And the data collected from the two tests are analyzed and compared by SPSS17.0 data processing system.The following are results drawn by the experiment.The reading efficiency in the experiment class has improved greatly,which finds expression in the following aspects.Firstly,the English reading ability of the experiment class is greatly promoted compared with that of the control class.Students from the experiment class have become more sensitive to the reading skills and strategies.Then,students' learning interests and their enthusiasm have been aroused.They are willing to take an active part in various activities requiring students' involvement.Finally,the cultivation of cooperation and communication among students through learning process has been realized.Students can get the sense of achievement along with the improvement of their reading ability.Here are the implications gained by the author after carrying out TBLT in English reading teaching.(1)It is urgent to find a balance between the teacher-centered and the students-centered teaching method.(2)The design of tasks should meet the requirements of promoting the overall development of the students.(3)An integration of TBLT with traditional teaching methods is necessary.Due to the limitations of the present research,more researches about TBLT should be carried out in different areas to test its feasibility.The task design should be creative.When applying TBLT,teachers should improve the ability of class management.The evaluation of the effectiveness of TBLT should be diversified.Keeping a balance between independent thinking and group work is of great importance.Only through the proper application of these teaching strategies of TBLT can an ideal result be obtained.