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The Task-based Approach to Junior Middle School English Learning and Teaching: An Empirical Exploration of Its Effective Implementation

Author: LiLiXia
Tutor: WangMaoJin
School: Shaanxi Normal University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Task-based Teaching pathways Junior English Teaching Implement Learner Factors
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 192
Quote: 0
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Abstract


Highly concerned by scholars as the sudden emergence of new forces in the current foreign language teaching, task-based teaching approach. After 30 years of efforts of the scholars, the task-based teaching approach in theoretical research has been relatively mature. Foreign researchers committed to the complexity of the language, accuracy and fluency of language output in the three evaluation task teaching. Full-time compulsory education English curriculum standards (trial version) \In recent years, the domestic task-based teaching practice in academia treatise endless. However, most of these studies are only concerned with the case of a classroom teaching, study the lack of universality, the lack of representativeness of results. In addition, the research level stays in specific teaching aspects, lack of theoretical analysis and enhancement. Is less research article on the task-based teaching approach in the context of our traditional teaching ideas applicability. Questionnaire, classroom observation and interviews, 13 of the 10 counties in Shaanxi Province, the task-based English teaching junior high school ways in the context of our traditional teaching ideas how to effectively implement depth study. Multiple linear regression analysis using the SPSS 17.0 questionnaire data obtained, the authors study Bialystok Second Language Learner Factors in the theoretical model for predicting variable detection task teaching English listening and speaking learner factors read writing skills significantly affect the optimization task teaching practice, and then proceed from the point of view of the learner factors. Quantitative data analysis show that learners have some negative impact age of junior high school students in English speaking and writing skills. Older learners of English speaking and writing level satisfaction may be lower. Motivation in junior high school English learning process plays an active role in promoting. Motivation, the stronger learners of English reading level may be more confident, more satisfied, and it may be the higher the level of English reading. Another function drills learners in the process of learning English more, may be more satisfied with their own reading level, teachers evaluate their reading level may be higher. Teacher Questionnaire showed that more teaching process in the form of drills, may lower the evaluation of teachers on students' listening level. In an interview with the first junior high school English teacher, the author found that actually there are some conflicts in the context of traditional teaching thinking, task-based teaching approach and junior high school English teaching in China. These conflicts are mainly focused on the following aspects: teachers generally believe that the the grammar explanations is the focus of the junior high school English teaching. Fewer teachers directly explain the task-based teaching grammar teaching in the students get adequate language experience guided by the teachers found that the syntax regular activities; teachers think compared to off-campus public examinations, school exams implementation of task-based teaching approach greater binding; many teachers think the task-based teaching too much focus on the students of the English speaking ability, lack of training on the reading and writing skills.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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