学员论文---基于任务教学法在英语阅读课堂的运用（杨毅）
2013-04-17 00:50阅读：
基于任务教学法在英语阅读课堂的运用
长沙市麓山国际实验中学 杨毅
Abstract
Readingserves as one of the main methods to gain
knowledge and information. And it plays an important role in senior
English. How to help students’ improve their reading and their
motivate has also been an important subject which we English
teachers are concerned with.
In view of the theoretical basis of task-based approach, the
author designs a teaching method in senior English reading. By
comparing between TBLT and traditional ways of teaching, it
analyzes the advantages of the TBLT approach. On the basis of
analyzing some teaching cases, we strive to improve senior
students’ English reading comprehension skills
radically.
Introduction
Writing this thesis, the author mainly uses a method of
consulting the reference, either in th
e library or in the material room of the college; and surfing the
website for information. What’s more, the instructor has offered
plenty of valuable advice, which is quite helpful. This thesis
tries to study task-based teaching approach to organize reading
classroom from four aspects: related theories of task, task-based
learning, general introduction of reading and application of
task-based language teaching approach in senior high school English
reading. In Chapter 1, it mostly analyses the theoretical basis of
task including definition, classification and components of a task.
In Chapter 2, the thesis offers task-based learning. While the
following chapter focuses on general introduction of reading.
Chapter 4 studies some useful task-based approach to applicate the
English reading class and in the last chapter reflection and
suggestion for task-based English teaching approach are offered.
The study of these four aspects aims to illustrate that how to
organize reading English classroom efficiently in task-based
teaching approach.
Chapter 1
Related theories of Task
1.1
Definition of Task
A number of definitions have been given to “task” in
task-based language learning by many researchers from different
perspectives. In some versions, it is suggested that the word
“task” is nothing new and it is just another term for various
activities, including language games, grammar exercises, role-plays
and comprehension. However, instead of viewing a task as an
exercise of language practice, a task is best regarded as a “work
plan” which involves some input as well as some instructions urging
learners to achieve a certain outcome, requiring much engagement
from learners, and they, with clear objectives and strong
communicative purpose, are goal-oriented. Learners use target
language to communicate and understand during process of tasks.
They concentrate on language meaning rather than on forms. It
consists of three important elements: 1.meaning is first;
2.evaluation is based on tasks finished or not; 3.task finishing is
of great significance. In another word, meaning is the core of
task, so we should attach great importance to how learners
communicate with each other, not to what forms of language students
used. The focus of a task is to solve the communicative problems
which may exist in real life. Problems should approach to students’
life and experiences and stimulate learners’ desire to attend
actively.
1.2
What is a Good Task?
Without doubt, one of the most significant aspects of English
reading is the various activities and exercise that students engage
in. Many teachers often find it difficult to select the activities
to be adapted for their own classes. It goes without saying that no
reading activity could be regarded as successful if students find
no pleasure or think it is worth nothing when carrying out the
performances. But the most important, the task must also be
challenging enough in itself so as to arouse participants’
interests and curiosity, or they perceiving that the task goal can
be achieved without efforts would find no purpose to pay attention
to meaning communication. Moreover, no any successful speaker can
make impressive speech without preparation, and nor can successful
writers logically without producing several drafts. It is necessary
to provide a period which is designed for students purposefully to
rehearsal and to plan more ambitious language. It was noticed that
learners who were given time for rehearsal produced a longer
discourse than those without planning time.
Chapter 2
Task-based Learning
2.1 Introduction of Task-based Language Teaching
Task-based language teaching, which focus on
the two-way exchange of information on the real life experience,
could be the right choice for the students to find another way to
cope with their problems in learning English. Task-based language
teaching emphasizes learning to communicate through interaction in
the target language. Through different kinds of tasks which include
a lot of negotiations and discussions in the process of learning
English. In this way, English may have a chance to get closer to
students’ life and become one of students’ favorite subjects.
Besides, a pointed out that as learners work to complete task, they
have to work to understand each other and to express their
own meaning.
2.2 Characteristics of Task-based Language
Teaching
(1) The introduction of real texts into the reading
situation
(2) The provision of opportunities for learners to focus, not
only on language, but also on the learning process
itself.
(3) The development of the learner’s own personal experiences
as important contributing elements to classroom
learning.
(4) An emphasis on learning to communicate through
interaction in the target language.
(5) An attempt to link classroom language learning with
language activation outside the classroom.
The understanding and production of language related to
meaning have been demonstrated to promote language development.
(Swain, 1995) So the Task-based language teaching tries to give
learners confidence whatever language they know; to give learners
experience of spontaneous interaction; to give learners the chance
for communications and using purposefully and
cooperatively.
2.3 The Advantages of Task-based Language
Teaching
Comparing the traditional activities with group or pair work,
the findings are quite conspicuous, indicating that not only did
individual that not only did individual learners have more
opportunities to speak, but they also have more chances to use the
target language communicatively.
At the same time, it is noticed that tasks are more
motivating than any other formal methods of classroom instructions
because learners can use language simultaneously and cooperatively
with their fellow students. (Littlejohn, 1983) Moreover, in the
group all learners have a chance to practice communicating turns to
speak, initiating and responding to others comments, and reacting
to others’ contributions. It is more appropriate and reasonable,
from the pedagogical perspective, to implement tasks in which peers
with similar status and similar language proficiency work
together.
Chapter 3
General Introduction of Reading
3.1
Definition of Reading
Readingserves as one of the main methods to gain
knowledge as well as information. Extensive studies on the process
of reading and how to enhance this process have been done in the
past decades. After going through large quantities of materials on
the description of reading process, Stauffer succeeded in depicting
one point: Comprehension is an invariant condition of reading which
obtains universal agreement. Williams, who holds the same opinion,
regards reading as a process in which the reader strives to catch
the meaning of its content. Carroll expressed almost the same point
of view when he treats the 'essential skills in reading” as
“getting meaning from a printed or written
passage”(1970:).
Reed, however, does not agree the point that reading
necessarily involves understanding. He describe reading as
“identification of linguistic forms from strings of written
configuration that present them, as evidenced by producing the
conventional signs for the same linguistic form in some other
system of representation'. By saying this, the author means that it
is possible to transliterate language from one form to another
without being known by the reader.
Despite of disagreements, sometimes even contradictory
definitions, most experts share one in common, namely they believe
that reading contains at least three meanings:
To begin with, reading is a decoding process in which the
target is sound specially;
Secondly, reading is an understanding or comprehensive
process;
Last but not least, reading is a constructive thinking
process.
By reading in this thesis, the author means interaction with
a printed message in English as a second language across a range of
active thinking operations for some purposes in or out of classes,
guided by a teacher. The interaction process includes both the
extraction of valuable information and an active response to ideas.
Extracting information is the activity inter-related with reading
in most cases. It involves the sound symbol correspondences, word
meanings, and mutually understandable ordering of words in phrases
or sentences that are the main body of the phonology, semantics,
and syntax of written language. While going through those steps,
the reader tries to take full advantages of messages and thus make
final decisions. That is the very beginning of interaction with the
message in a second language. From the point of view of the
teacher, interaction with the messages on the paper refers to the
reader’s background and attitude mixed with the surface meaning of
the printed words. Interactions through a set of processes indicate
that the students’ ability deals with the message through a variety
of critical capabilities involving analysis and evaluation, as
guided by the reader’s purpose for reading: to obtain information,
to make comparison, to enjoy the pleasure of reading
etc.
Different person uses the term reading in different manner,
which may cause confusion in practice. Consequently, to standardize
the definition of reading is our first step.
3.2 Three Modes of Reading Procedure
The primary goal of foreign language learning is to develop
the ability to use real and appropriate language to communicate and
interact with others. For the English learning of Chinese students,
both teachers and students should work together to find some active
methods towards real communication not only in oral English but
also reading ability.
But the present practice in reading
class in most high schools in China could not provide satisfactory
conditions for both teachers and students to achieve the goals. The
situation is that teacher-centered approach is still taken main
part in many classes; the common teaching pattern is reading,
questioning, and explanation and grammar exercises. Student depends
too much on the teacher and lacks a sense of responsibility for
their own learning. As a result, in class they listen to the
teacher passively, take notes and gradually they lose interest
learning English. In order to make the reading class more effective
in terms of developing students’ reading ability and interest of
learning English, there should be a corresponding change in the
method of teaching foreign language and taking into consideration
the students’ needs.
Method of “Task-based learning” will be introduced in
reading. Using this way, students can learn English with the clear
aim, to develop their ability of language, thinking, communication
and cooperation. “task-based learning” is a new concept for them,
some of their teachers have the wrong idea of it. For example, some
language teachers only teach language points in class, they regard
them as the main task, meanwhile, teachers neglect the
communicative task in English reading class, neglect the
“student-centered” principle, therefore, in order to apply the new
method in Senior English reading class, it is necessary for
teachers to be clear about the following way of English
reading:
3.2.1Bottom-up Model
The bottom-up processing models hold that reading must begin
with code-driven processes or with the processing of the letters
and words. The bottom-up theories operate on the principle that the
written text is hierarchically organized on the graph logical,
phonemic, syllabic morphemic, word and sentence levels and that the
reader first processes the smallest linguistic units, gradually
compiling the smaller units to decipher and comprehend higher
units. Reading thus begins with the sensing of graphic symbols on
the retina, the analysis of letter features, the linking of these
features to recognize letters, the combination of letters into
letter clusters and spelling pattern, the linking of spelling
pattern into words, and organization of words into sentence,
paragraph and at last the whole text. Bottom-up models can be used
when an initial reading leaves readers confused. Perhaps readers
cannot believe that apparent message was really what the writer
intended. In the case, readers must scrutinize the vocabulary and
syntax to make sure they have grasped the plain sense
correctly.
Thus given this method to students, they will have a
generally idea that learning new words is important and not
isolated from reading and will naturally attach importance to words
learning, and also by Bottom-up model they will grasp tips on how
to read and will not take reading as an aimless and boring thing.
On the contrary, with the clear purpose and right way their reading
ability will be improved step by step. Also teacher will see the
active participation of students can make reading class more
fruitful and meaningful.
3.2.2Top-down Model
The second way of effective task -based reading is Top-down
model. This theory suggests that processing the print begins in the
mind of the reader with meaning-driven processes or with a
hypothesis about the meaning of some units of the print. The
top-down model proposed by Goddman and Smith is founded on a
conscious prediction. From this perspective, a reader identifiers
letters and words only to confirm his or her hypothesis about the
meaning of the text. This process is mainly based upon the prior
knowledge and concept of the reader.
With advocates of the top-down models, Gove (1983) believes
that (1) readers can comprehend a text even though they do not
recognize all the words, (2) readers should use meaning and
grammatical cues to identify the unrecognized words (3) processing
for meaning is primary objectives of reading comprehension rather
than the mastery of letters, letter-sound relationship or
words.
In the top-down models reading becomes a positive process of
guessing confirmation and is also a psycholinguistics guessing
game. The reader’s comprehension is what their own systematic
knowledge and schema interacts. Therefore, if you want to identify
the word in a text, just read the meaning of sentence; if you wish
to identify the letter, usually read the word following a top-down
model. But this requires students have a higher English level and
wide background of knowledge. So it is more appropriate for higher
level students, with top-down model, teacher can extend the content
and can ask students to prepare and collect more info before
reading starts. What in the past teachers usually
do is conducting lesson word by word, sentence by sentence,
students feel boring and study passively, by doing this way, they
will think when beginning a new lesson, they are part of the
teacher and can share with classmates the information they get. By
this active way, both teachers and students feel happy for
transforming roles.
3.2.3Interactive Model
The above mentioned two ways are not isolated from each
other, usually speaking they are closely connected and making
reading more effectively and meaningful.In practice a reader
continually shifts from one focus to another, now adopting a
top-down approach to predict the probable meaning, then moving to
the bottom-up approach to check whether that is really what the
writer says. This has become known as interactive
reading.
The interactive models suggest that meaning comes from many
sources, that the reader simultaneously and in parallel uses all
levels of processing, that any one source of meaning … be primary
at a given time, that utilizing information from one source often
depends on utilizing information from others, and that the reader
constructs meaning by the selective use of information from all the
sources of meaning without adherence to any set order. From an
interactive view, the source of meaning includes all the meaning
and the within-word cue: lexical, semantic, schematic, syntactic,
logographic, graphemic, phonological, orthograic, morphemic, and
graphophonemic information. Leu and Kinzer have observed that
reading proceeds as each knowledge source in one’s mind interacts
simultaneously with the print on the page and with other knowledge
sources. So only task-based education in English reading fully put
these two models together can students greatly improve themselves
and use it easily and freely.
Chapter 4
Application of TBLT Approach in Senior High School English
Reading
4.1 Some Traditonal Models of Teaching Reading and Their
Problems in Teaching Reading
The teaching model for reading develops with the time. In
this part, we will introduce two models: the grammar-translation
and the question-and-answer model.
4.1.1 Grammar-translation Model
This model is mainly based on the Grammar-translation method.
This style emphasizes on indoctrinating and students only obtain
knowledge passively. The teacher is the only focus in the period of
teaching just like a dominator. In the classroom, students act like
receptacle into which teachers put grammatical rules, sentences
analysis experience and key structures of related knowledge.
Digestion of all those content is left to students after
class.
In this kind of class, students have almost no time to think
about what they have just heard. This leads to high competence in
written English. Students lack the ability of communication and
quick response to new things.
4.1.2 Question-and-answer
Model
To improve the ability of communication and daily life
application, more and more teachers tend to use the ask-and-answer
model, which shifts the center from the teachers to the students,
as an alternative. In the question-and-answer model, teachers
communicate with students actively, which forms a double-way
pipeline. Despite of increase of students’ involvement, this model
still has some disadvantages. Firstly, students are busy dealing
with questions raised by the teachers and thus they have less room
for independent thinking. Secondly, we may not assure the quality
of questions. Simple yes or no question in most circumstances
produces fruitful results.
4.2 Reading Comprehension Skills in TBLT
4.2.1The Problems with Reading
Comprehension
In the reading comprehension of TBLT, a greater amount of
emphasis and time are placed on testing the ability of reading
comprehension than on testing reader’s background of how they
comprehend. Activation of background knowledge is of great
importance to the reading comprehension process of TBLT. As far as
I’m concerned, there are two mental activities: metacognition and
cognition. Cognition can be defined as thinking. While the
metacognition can be defined as thinking about one’s thinking. The
reason why so many students can’t understand the meaning of the
reading materials is that they can’t get the best understanding of
their reading comprehension process. Thus one of the most important
goals of reading teaching is to cultivate the students’
metacognitinve capacity in reading comprehension processof TBLT,
including the following activities: selecting and explaining
information; synthesizing and inferring information; formulating
and asking questions; hypothesizing and applying basic reading
comprehension skills.
4.2.2Training the Abilities of Reading Skills in
TBLT
Generally, when designing the reading comprehension class,
teachers have to consider forming students’ following reading skill
in TBLT: 1.Skimming is one of the most important skills in
selective reading. It differs from normal reading in that not all
of the material is read. So we’d better skimming to identify the
point of view, to find out what kind of information is given and to
identify the author’s purpose.
The next one is guessing words in context and relevant
meanings are reasoned by analogy with the help of logical relation
between new and old linguistic materials. The ways concerning the
technique are following: inferring based on the causality and from
contexts. This is an significant technique to develop students’
comprehension, especially the reading ability and inferring the
meaning of the unknown words. Moreover, inferring by
characteristics of something and inferring based on the sequence of
something. For example, the peasants plough the field with the
tractor. So there is considerable evidence that knowing how a text
is organized influences the comprehension of the text.
4.3 Task-based Reading Teaching Approach
4.3.1 Pre-task
As for reading approach in TBLT, teachers should accomplish
the following tasks:
4.3.1.1 Arouse Students’ Interests
Teachers should pay more attention to the pre-task activities
so as to explore the topic should involve all learners. All the
students should be engaged in these activities and be given
adequate times to arouse the students’ interests.
“Interest is the best teacher.” Only when students have
interests in what they are going to read, the reading process can
get better results.
4.3.1.2 Introduce Some Background Knowledge
About the Reading Context
Proper background knowledge introduction of the reading text
can help students handle with some difficulties in their reading
activities, and it can also let students have some cognition of the
text. Too many obstacles can greatly affect students’ reading
process, so teachers may explain some difficult sentences and words
first. But they should not explain all the problems, and should
leave some difficult words for students to guess by using the above
mentioned reading skills.
4.3.1.3 Let Students Have a Conspicuous Purpose
of Reading
Reading speed and reading styles are determined by various
purposes of reading. In the present middle school English teaching,
the main goal of reading teaching is to improve students’ reading
skills. As we have mentioned in the former part of the chapter,
teachers themselves should know the purposes of reading teaching
and what kind of reading skills their students should be cultivated
in each teaching stage before classes.
4.3.2Task-cycle
In this stage, it has three components: task, planning and
report.
4.3.2.1 Task
We should mainly be put more emphasis on fostering students’
reading skills.(include reading comprehensions and reading speed
etc.) teachers not only should help students have a clear
understanding of the text structure, but also should let students
catch the author’s writing purposes. a) Scan the text; b) Let
students skip the text, and give them some questions; c) Intensive
reading of the text. Of course, in each course of the fulfillment
of tasks, teachers should remind students of their reading speed
and their comprehension. Teachers should offer different reading
speed requirements to students according to various reading
tasks.
4.3.2.2 Planning
At this stage, what the teacher does is as
follows:
(1) Be very clear about the purpose of the
report
(2) Be very clear about what form the report will
make.
(3) Tell the students how long their report will be. If it is
an oral task, set the time limit. With a written report, suggest
the number of words, and paragraphs.
4.3.2.3 Report
During the report stage, the teacher encourages students to
show their work, and the teacher can constantly give them some help
when necessary.
4.3.3 Post-task
The post-task activities may include: language focus,
assignment and summary, discussion and evaluation.
4.3.3.1 Language Focus
(1) Language analysis activities. The aim of these activities
is to encourage learners to form and test their own hypotheses
about how language works (Willis, 1996). Instead of telling them
what we are going to learn, the students should underline the
target language sentences, and then the teachers can begin to ask
the students questions based on the topic to make sure the grammar
teaching is greatly contextualized.
(2) Practice. In the reading class, the teacher can ask the
students to write a composition after reading.
4.3.3.2 Discussion and Evaluation
Teachers can give students some communicative tasks to
express their opinions with the form of discussion. For example,
like or dislike ; agree or disagree; comment on the characters in
the text etc.
When the students finished their tasks, teachers should
evaluate their work so as to give students some
suggestions.
4.3.3.3 Summary and Assignment
Before the end of the class, teachers can summarize the whole
class in simple words and summarize what they have learned in the
class, for instance, let students rewrite, make an interview, make
a report, abbreviate or write a series of the text,
etc.
After they have finished the task, teachers will draw
students’ attentions to the language which has been used in TBLT,
and give them some corrections and adjustments.
4.4 Advantages of “TBL” approach in reading
Group work is a term describing a couple of techniques in
which at least two students are assigned a task that involves
team-work-ship and self-initiated language. By group work, we also
imply that the team should not larger than 6 participants for the
reason that more people will reduce the time for students and thus
degrade the effects of group working.
4.4.1TBL Produces More Interaction
In traditions language classes, teachers are the center
during the whole period of class. They explain language points,
conduct drills or sometimes lead group discussion at best. However,
students are always reluctant to get involved in the talk because
they worry about making errors. Despite of this, group work may
still benefit the students. A poll result indicates that when 50%
of class time was spent in group work, the teacher may increase
individual practice time five-fold over whole-class traditional
methodology.
4.4.2TBL Deepens the Understanding of
Grammar
More interaction will force the student to use more grammar
knowledge learned in the classroom. There was a large experiment.
Besides learning grammar points, the experiment group was given
chances to practice what they’ve gained. The comparison group was
only taught grammar knowledge. The final result was that the former
group was better than the latter in both communicative ability and
grammar.
4.4.3TBL Increases the Confidence of
Students
Due to interaction, students are
induced to speak as much as possible. They learn to express
themselves effectively and vividly. Meanwhile, they gradually
recognize the importance of teamwork spirit, which is an by-product
of TBL. During this period of time, students grasp the ability of
task fulfillment after which they may be more confident than
before. What’s more, students learn to solve problems with proper
tools available.
Chapter 5
Reflection and Suggestion for Task-based English Teaching
Approach
Nowadays task-based teaching approach becomes the focus of
English teaching research. Lots of work have been done in this
field both home and abroad. In China, the English teaching method
reform appeals also to this method. How to integrate task-based
teaching approach in our daily teaching practice effectively, I
think, is the problem ahead. To achieve this objective, we have to
combine aspects such as teaching content, class type, and targeted
students as well as traditional teaching method with our task based
approach harmoniously.
5.1 Applying Task-based Approach into Reading
Problems
Despite of concrete and plain theories of task-based
approach, there are still some problems for application in real
teaching practice. The English teaching method reform tries to
introduce this new method into average schools though it conflicts
with traditional teaching method in some circumstances. Some
difficulties are listed as followed.
Firstly, task-based approach itself has some disadvantages
that lead to difficulties in real practice. For example, the
practitioners are not able to validate the inputted language
material. Meanwhile, they are not capable of arranging the tough
tasks properly. It is of difficulty to realize it systematically as
well as consistently. What’s more, the teaching process is
quite hard to control.
Secondly, task-based approach raises high requirements for
teachers. Rome was not built in a day. Time should be allocated
separately for teachers to get accustomed to this new method.
Moreover, knowledge construction and role in the teaching process
change simultaneously, which also heavy the burden of
teachers.
Thirdly, most students tend to depend on their teachers and
thus have a passive learning pattern. This lead to psychological
problems in the interactive process which is quite of great
importance of task-based approach.
Fourthly, districts disparity causes unbalanced teaching
resource distribution and students ability gap between rural and
urban areas. Consequently, results vary in different
areas.
Last but not least, environment constraints impede the
task-based approach. The effectiveness of English learning relies
on two aspects: classroom study and extended study. Without
appropriate methods out of classroom, which is the de facto method
in some cases, the task-based approach may hardly attain expected
goals.
5.2 Applying task based approach into reading
suggestions
5.2.1Localization
In spite of rich experience achieved abroad during the past
decades for task-based approach, they are high related to certain
history, culture as well as customs. We may adopt the philosophy of
this method but not detailed realization. Task-based approach
originate from western countries where English is regarded as
second language (Nunan used it in Australia and Hongkong; Prabhu
applied it in India and Singapore; Willis used it in Great
Britain). In those countries, teaching atmosphere is quite
different from ours where students use English as their daily
communication tool. We refer to this kind of study as integrative
motivation which is characterized by urgent requirements for
involved in the targeted language society for further development.
To learn English is to survive. Students there aim at resolving
problems with the language they command. Obviously, task-based
approach pay special attention to those whose treat English as
their second language (not foreign language). It is dedicated to
them on both pattern and content. On the contrast, students who
treat English as foreign language rather than second language, is
seldom involved in the social and political situations with the
targeted language. They study English in order to read English
novels, books and get useful information. Researches indicate that
English is considered foreign language rather than second language
in China. Students, the major group of English learning, use
English as their communication tool. As a result, we can not copy
the foreign model of task-based approach directly into China. Some
changes must be made to narrow gap of class type and content
between China and foreign countries. Localization of task-based
approach is the only way ahead.
5.2.2 Application Atmosphere
It’s self-evident that every teaching method has its own
advantages and shortcomings. Take the traditional passive knowledge
inculcation method as an example. It concentrates on the
progressive process in which teaching target is obvious. What’s
worse, the English teaching experiments are scarce in most places
of our country. Both teachers and students do not have abundant
resources to allow further achievements. English, which is a
foreign language in China, is destined to be restricted in some
specific areas. On one side of the spectrum, students may only use
English in classroom. On the other side of the spectrum, task-based
approach requires visualized experience. To copy the same
realization of the international experience is not a sound way. We
have to incorporate task based approach with social factors,
teachers’ factors and students’ factors and thus make it localized.
Detailed factors such scale of class, arrangement of classes and
time allocation of students should all be considered to attain a
reasonable way. At the meantime, we should also make changes during
the process of teaching which may result in much more better
achievements.
5.2.3Re-construction of Knowledge for
Teachers
Renovation of knowledge structure for
teachers is of necessity. To fulfill the requirements of modern
English teaching, teachers are supposed to broaden their horizon
and re-think their teaching process to enhance the overall quality
for them. Nowadays, communication ability of some teachers still
lags behind the development of modern teaching which is the
bottleneck of the teaching reform. Consequently, to qualify all of
the teachers are the urgent task.
Conclusion
Task-based approach, which serves as a brand-new teaching
concept in the teaching method reform, induces reflection on our
traditional classroom teaching methods. It pushes us to think more
about the nature of language learning as well as the roles of both
students and teachers. The effective approach is expected to
introduce new methods as well as roles innovation or sometimes even
functions of teaching materials reform. Task-based approach raises
great challenges for our teachers. They are supposed to adopt their
pattern of thinking and quality. They are supposed to design their
teaching from the point of view of students. They are supposed to
interact with students to form a lively atmosphere in which
targeted students are bound to benefit tremendously.
The thesis delivers the principle and
realization steps of task-based teaching approach and teaching
practice of the author. Undoubtedly, there are some shortcoming of
the method itself and the realization difficulties, however, with
the development of theory and practice, task-based teaching
approach will become more and more popular, I believe, in future
English teaching.
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