A Study On The Application Of Task-based Language Teaching To Oral English Teaching In Junior Middle School

As one of the most widely used languages in the world,the main purpose of learning English is to complete oral communication activities.However,there are still many problems for oral English teaching in many parts of our country,such as low oral English proficiency,high anxiety for students to communicate in English,low interest and confidence in oral learning.Influenced by traditional exam-oriented education,English teaching in our country focus more on reading and writing while listening and speaking are neglected for a long time.With the promulgation of the latest curriculum standards(2017)and the reform of high school entrance examination,more and more attention has been paid to oral English.Therefore,it is very necessary to solve the problems in the current oral English teaching.Task-based language teaching highlights the importance of creating a real context,learning by doing,and allows students to acquire language while completing tasks.The purpose of this study is to explore the effects of TBLT on junior middle school students’ oral English level,oral English anxiety,interest and self-confidence in oral learning.This thesis tries to explore the following three questions:(1)What are the effects of TBLT on students’ oral English proficiency in junior middle school?(2)What are the effects of TBLT on students’ English speaking anxiety in junior middle school?(3)What are the effects of TBLT on junior middle school students’ interest and confidence towards English speaking?Research subjects in the experiment are two parallel classes in Shanxi province,Xinzhou City.One is the experimental class,the other is the control class.TBLT is adopted in the experimental class,and the traditional PPP teaching(Presentation,Practice,Production)is used in the control class.Based on this,a three-month teaching experiment was carried out by the author.Before the experiment,first of all,the author tries to understand the current level of junior middle school students’ English speaking through an oral test.The author aims to investigate the current situation of junior middle school students’ anxiety towards oral English by conducting a questionnaire survey.Through interviewing some students,the author mainly hopes to understand the current attitude of junior middle school students towards oral English and the existing problems in oral learning.During a three-month teaching experiment,task-based teaching method is adopted in the experimental class and the traditional 3P teaching method is used in the control class.Classroom observation is conducted in the experimental class throughout the experiment.After the experiment,questionnaire,oral test and interview were carried out again in the two classes respectively.By comparing the data before and after the experiment and combining the results of interviews and classroom observation,the author aims to explore the application of TBLT to the oral English teaching in junior middle school.The results show that TBLT can improve junior middle school students’ oral English proficiency.The tasks with different types and difficulties are taken into account for different students.The interesting language input before the task,oral practice during the task and multiple evaluation after the task have effectively improved students’ fluency and accuracy of oral expression.TBLT can effectively relieve junior middle school students’ English speaking anxiety.The main sources of English speaking anxiety are personality anxiety,test anxiety and classroom anxiety,followed by communication anxiety and fear of negative evaluation.TBLT helps to create a relaxing and pleasant classroom atmosphere,which can alleviate students’ oral anxiety in these aspects.TBLT can stimulate junior middle school students’ interest and improve their confidence in oral English.On the basis of the alleviation of anxiety,students’ enthusiasm and initiative in oral English has been significantly increased and they are more confident in oral communication by setting up some interesting and inspiring classroom activities.