ABSTRACT
Based on the actual situation of oral English teaching in junior high school this paper first reviews the characteristics of task-based language teaching and oral English teaching methods, according to many teaching methods research and practice by previous researchers. Looking into TBLT in oral English classes in junior high school, we find out the way of using TBLT in oral English class in junior high school is quite preferable to the traditional way of English teaching. Thus an analysis of how the Task-Based Approach can be effective in enhancing the students’ oral English competence in oral English class could be made in the thesis, and some problems of the practical use of task-based learning are also discussed here.
Key words：task-based language teaching; oral English teaching; English teaching in junior high school
Contents
1．Introduction 1
2. Literature review 2
2.1 Definition of task and task-based language teaching 2
2.2 Principles of TBLT 3
2.3 Teaching requirement of TBLT 4
3. Oral English teaching in junior high school 5
3.1The actual situation of oral English teaching in junior high school 5
3.2 Factors that hinder students’ speaking in classroom 6
3.3 Character of oral English learners in junior high school 6
3.3.1 Learner's learning style and characteristic 7
3.3.2 Teenagers’ learning psychology 7
3.4 Types of oral activities used in junior high school 8
4. The application of TBLT to oral English in junior high schools 9
4.1 The feasibility of application of TBLT to oral English 9
4.1.1 What is a good task 10
4.1.2 Good theory used in oral English teaching 10
4.2. The adoption of TBLT in oral English Teaching 12
4.2.1 Task-implementing model in oral English teaching 12
4.2.2 Teacher’s role in oral activities 13
4.2.3 Students’ role in oral activities 15
4.3 Difficulties and problems of the application of TBLT in oral English teaching 16
4.3.1 Difficulties of the application of TBLT in oral English teaching 16
4.3.2 Some problems existing in the application of TBLT in oral English teaching 17
5．Conclusion 18
Acknowledgements 19
References 20
