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1、AnStudyofTask-basedLanguageLeaching(TBLT)1.IntroductionWiththerapiddevelopmentofglobaleconomyandtechnique,theworldtodayisfullofinformation.Peopleallovertheworldcommunicatemorefrequentlythenbefore.English,asaninternationallanguage,playsanever-increasinglyimporta
2、ntroleintheworld.LearningaforeignespeciallyEnglishbecomestherequirementofpeopleinthe21century.Somanyforeignlanguageteachingresearchershavebeendevotingthemselvestothecourseofexploringmorepracticalandefficientforeignlanguageteachingmethods.Task-basedLanguageLeach
3、ing(TBLT)gainsworldwidefamesincethelate1980s.TBLTreferstoapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching,whichisnotonlytheteachingoflanguageform,butalsothetrainingofstudents’fourskills(listening,speaking,readingandwriting),th
4、eirlearninginterest,motivation,willpower,confidence,learningstrategyandinterculturalcommunicativecompetence(DaiLixin2009:36).ThenewNationalCurriculumSyllabusforEnglishLanguageTeaching,publishedin2001,advocatestheuseofTask-basedLanguageTeaching(TBLT).However,TBL
5、TtheorydevelopsinthesettingswhereEnglishisspokenasaforeignlanguage,sothelearnershavealreadygraspmanyEnglishskills.ButinChina,peopleknownothingaboutEnglish.SotherearesomepeoplewhoarguethatTBLTisnotpracticalinChina.Forexample,itignorestheimportanceofgrammar.Asaco
6、nsequence,itisnecessarytomakeasurveytoanalysistheimplementationofTBLTinEnglishclassinChina.Infact,manylinguistsandeducationistslikeHunanWillisCandlinhavealreadymadealotofresearchonTBLT.However,theystudiedmainlyonthetheoryoftheclassaimsandprinciples,therolebetwe
7、enteacherandstudentsandtheclassroomconstruction,neglectingonthepracticalimplementationofTBLTinclass(Nunan1989).Therefore,thisthesisismainlywrittentoexploretheimplementationofTBLTinChinesejuniorEnglishclass.Thestatisticsinthethesis22comesfromthequestionnaire,int
8、erviewandobservationanditiscredible.TheauthorusesthestatisticsasthebasisoftheresearchanalysistoexplorethecurrentsituationaswellastheexistingproblemsintheimplementationofTBLT
