On Application of Task-based Approach to Reading Teaching in English Classes
ABSTRACT
21st century, the growing trend in English teaching should be for teachers to adopt Task-based Language Teaching (TBLT). However, the fact is that a lot of teachers do not use task-based approach in practical English reading lessons. Reading plays an important role in English learning. In English classes, principles and models for teaching reading should be paid attention to. This paper outlines the principles that underlie Task-based Language Teaching (TBLT) and to give examples of classroom activities within the approach. The author carried out a research that shows how TBLT methodology is applied in reading teaching in English classes in Nan’ao Middle School. And the author found that task-based curriculum design is more complex than traditional teaching methods (PPP). These factors lead many teachers do not want to apply task-based approach to give lectures, but a series of questionnaires and reading tests showed that task-based approach can enhance students’ interest in learning and reading skills, better reflect the requirements of new curriculum standard.
Key Words: Task-based Language Teaching (TBLT), Traditional Reading Teaching, Application
Abstract I
摘 要 II
Chapter 1 Introduction
1.1 Necessity of the Research 1
1.2 Feasibility of the Research 1
Chapter 2 Literature Review
2.1 Definition 1
2.1.1 What is Task-Based Language Teaching（TBLT） 1
2.1.2 What is A Task 3
2.1.3 The Classification and Design Principle of the Task 4
2.1.4 The Steps of Task-based Language Teaching (TBLT) 4
2.1.5 Comparison between the Traditional Model of English Language Teaching and Tasked-based Language Teaching (TBLT) 5
2.2 What is Reading 6
2.3 Some Principles for English Reading Classes 7
Chapter 3 The Design of the Research
3.1 The Purpose of the Research 7
3.2 The Hypothesis of the Research 8
3.3 The Process of the Research 8
3.3.1 The Design of the Research 8
3.3.2 The Objects of the Research 8
3.3.3 Pretesting 8
3.3.4 The First Posttesting 11
3.3.5 The Second Posttesting 13
3.5.4 Analysis of the Questionaire 16
Chapter 4 Discussion
4.1 The Advantage of Task-based Language Teaching (TBLT) 17
4.2 The Disadvantage of Task-based Language Teaching (TBLT) 17
4.3 Factors Considered in Designing Tasks 17
4.4 The Limitations of the Research and Suggestions to the Future 18
4.4.1 The Limitations of the Research 18
4.4.2 Suggestions to the Future 19
Chapter 5 Conclusion
Conclusion 19
References 21
Appendix 22
Appendix I Test of Reading in English Class for Middle School 22
Appendix II) Test of Reading in English Class for Middle School 23
Appendix III) Test of Reading in English Class for Middle School 24
Appendix IV) Questionnaire 25
Acknowledgements 26
