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On Effective Implementation of Task-Based Language Teaching Approach

Author: WangXiangLi
Tutor: FangTong
School: Central China Normal University
Course: Education and management of
Keywords: Junior high school new target English TBLT Effective implementation
CLC: H319
Type: Master's thesis
Year: 2008
Downloads: 391
Quote: 3
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\Task-based language teaching methods (Task-Based Language Teaching Approach) to enter China since the 1980s, has attracted the attention of many educators, communication teaching ideas important achievements in recent years, is also one of the priorities of the English curriculum reform in China. China promulgated the \Some education experts and scholars has around primary and secondary schools now use English textbooks \But still worth further study on the problem of how to effectively implement task-based teaching. It is based on a \I intend both from the theoretical and practical aspects, combined with the New Curriculum background with \sex. Various hindering factors the new curricular affect the effective implementation of this teaching method, the effective implementation of countermeasures, reflection and summary: authenticity emphasized activities and merits of flexibility. Text Besides the preface, postscript and Reference, is divided into four parts: the first part: Introduction to the significance of this research. Proposed for the implementation of the status quo of the current situation, task-based language teaching junior high school English teaching; brief introduction overview and analysis of the effective implementation of domestic and foreign TBLT; described; introduce the ideas and methods of the thesis research innovation, stressed on the basic idea of ??the task-based language teaching in the English curriculum standards \Part II: the factor hindering the effective implementation of the analysis of junior high task-based language teaching: Task definition and misunderstanding; task of the selection, design, unreasonable distribution; textbook heavy and difficult step mishandling; teachers are not clear mandate. basic model of language teaching; teaching steps unrealistic; does not give full play to the role of multimedia teaching aids; single task-based activities; teachers changing role is not in place; teachers to guide students to the changing role of the conflict: the traditional teacher-student relationship and so on. Part III: focus on interpretation of the junior high school English teachers to achieve the task-based language teaching basic countermeasures and practice of effective implementation of the. Proper understanding of the effectiveness of the new target task definition and task selection, design, and distribution; combination of the English curriculum standards \teaching steps; take full advantage of the multimedia supporting role, teaching materials for information processing; organizational forms of task-based activities; teachers are required to change its role, professional development, to play a leading role; guide students to the changing role of the play the main role ; establish a new type of relationship between teachers and students. Part IV: effective implementation of task-based language teaching junior high school English summary. The advantages of the TBLT effective implementation; advocated a variety of effective teaching methods combine.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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