The Empirical Research Of Task-based Approach To English Listening Teaching In Junior High School

Listening comprehension is one of the most basic language skills.It is also an important part of English listening teaching in junior high school.However,listening comprehension is always a weak link in the current English learning.In recent years,English listening ability has attracted more and more attention from teachers and students.English listening teaching has also received widespread attention.But the effect of English listening teaching is not ideal.English listening has become a bottleneck for students to learn English.How to make English listening teaching effective and improve students’ English listening level has become an important topic for foreign language educators at home and abroad.Task-based approach(TBA)is a teaching method which is based on tasks.It gradually rises in the 1980 s.Teachers organize teaching by guiding language learners to complete tasks in class.It represents the idea of “student-oriented,task-focused,and activity-based”.TBA is the concrete embodiment of quality education in English teaching.With the popularization of student-oriented teaching mode,more and more teachers use TBA in English class.This teaching theory of “learning by doing” has gradually been introduced into basic English classroom teaching in China.It is a trend of foreign language teaching reform in our country.Based on previous studies,the author uses test,questionnaire,interview,experimentation and SPSS software to verify the effectiveness of TBA in junior high school English listening teaching.This paper aims to solve the following three questions: 1.Can the TBA to English listening teaching stimulate the students’ English listening interest greatly? 2.Can the TBA to English listening teaching advance the class participation effectively? 3.Can the TBA to English listening teaching promote the students’ sense of self-efficacy tellingly? 4.Can the TBA to English listening teaching improve the students’ English listening scores indeed? Two parallel classes of grade seven from Xu Ling School in Huang Shan are taken as the research subjects.There are 50 students in each of the two classes.One of the classes is the experimental class(EC),which adopts the TBA to teach English listening.The other is the control class(CC),which still adopts the traditional PPP(presentation,practice,production)teaching method to teach English listening.The duration of the experiment is one semester.The tests and questionnaires were conducted in the EC and the CC before and after the experiment.The interview was conducted in the EC after the experiment.Data are collected by a combination of quantitative and qualitative methods.Through the research and analysis of the data,the conclusion is drawn.The experimental results show that the application of TBA in English listening teaching can stimulate students’ interest in learning English listening,motivate students to participate in class,and increase students’ sense of self-efficacy.It is also helpful to improve students’ English listening scores.Above all,it can be proved that the application of TBA to English listening teaching in junior high school is feasible.