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The Application of Task-Based Language Teaching to English Speaking Class in Primary School

Author: ZhuXu
Tutor: XuZhongHui
School: Shaanxi Normal University
Course: Subject Teaching
Keywords: Task - Based Approach Task Speaking ability Primary school
CLC: G623.31
Type: Master's thesis
Year: 2009
Downloads: 1002
Quote: 2
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Abstract

At present, the task teaching has been a great concern of the foreign language teaching profession. 2001, the State Ministry of Education through the new curriculum standards, this standard is recommended that all schools implement task-based teaching methods in English teaching. English teachers should avoid simply to teach students knowledge of the language. Obviously, the task-based pedagogy is seen as able to overcome the lack of a recipe in the traditional teaching. The famous scholars Scandinavia John (1998:8) also said that the task via considered to be the most effective to cultivate the students' ability to use language. However, despite the large number of lectures, workshops, open class and magazines contained articles on the task-based pedagogy introduction of this new teaching methods, many teachers still confused. Very little understanding of a large number of English teachers in rural primary task teaching. In particular, most of the teachers do not know the existence of this pedagogy. On the one hand, most of the elementary school students interested in English, like English very much. Their memory strong, very active. On the other hand, the traditional teaching in the English classroom is still prevalent. Students learning English words, the teacher is to teach them English sentences, but they never review. In this way, day after day, week after week, they forget what they have learned. There are daily teaching in the primary school, the English did not get much attention, it is often replaced by other core subjects. As a result, the classroom atmosphere dull, weaken the students' interest in English. And primary school students basic English. The face of these circumstances, researchers in Lintong District, a rural primary focus of the paper to do a teaching experiment. The experiment is carried out in two of the six age classes. Each class has 40 students. A class is selected as the experimental class, another class was selected as the control classes. Implementation of task-based teaching methods, experimental classes and control classes are still using traditional teaching methods. And teaching two classes are the same. The purpose of the experiment is to prove whether the task-based teaching methods can improve rural primary experimental class students' oral English ability. This thesis consists of five chapters. Chapter Introduction In this chapter, the authors talk about the significance of this study, background, and will have to study the problem as well as the structure of the paper. The second chapter is a review of the literature in this chapter, the author describes the principles of some of the theoretical basis of the point of view of the task-based teaching and research at home and abroad, the task-based teaching and design tasks. The third chapter is the research methodology, this chapter tells us this Institute with the method, the arm participants, research tools, and details of the study process. The fourth chapter is a data collection and discussion of the data collected from these two sources mentioned in this chapter. He then detailed analysis of these data, in order to answer three questions of the study. The fifth chapter is the conclusion, the authors concluded from the discussion. These conclusions in the subsequent sentence is described. (1) some of the changes that occurred in the experimental classes: First of all, before the experiment, the students of the experimental class in emotion, motivation, self-confidence and learning strategies are better. Second, the majority of students task-based teaching is good teaching methods. Through such teachings, getting closer and closer friendship and cooperation between the students. They properly a lot of opportunities to perform in front of the class, therefore, a strong self-confidence when they use each other in English. Most of the students have a comprehensive motivation. Third, group activities, group activities in the task is completed to play a key role. Finally, and control classes, speaking ability of the students in the experimental class fluency, voice level, grammatical accuracy, as well as content expression are stronger. (2) control of some of the changes that occur classes: First of all, they learn English emotion, motivation, self-confidence and learning strategies. Second, they say very little to English. When they talk to others, there is no self-confidence. And, most of the students of English have a tool for motivation. Finally, they spoken fluency, voice level, grammatical accuracy, as well as content expression difference. In short, through this teaching experiment proved that the experimental class students' speaking ability improved implementation of task-based pedagogy. Significantly different between experimental classes and control classes. In the paper, the authors then spoke English Teaching and recommendations of this teaching experiment, also talked about the lack of paper.

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