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摘 要：本研究以文獻分析法、问卷调查法和实验法为主要研究方法，对黄河口镇中学两个班进行了为期两个月的教学研究。实验结果证明任务型口语教学模式有利于营造一种良好的英语口语教学环境，有利于提高学生学习口语的兴趣和自信心，从而大大促进学生英语口语能力的发展。任务型口语教学模式尚对提高学生听力理解能力的促进也是显而易见的，与此相应的结论是这一模式对学生的综合语言技能的发展均有积极的作用。
关键词：任务型教学法；初中英语；口语教学
Abstract：This paper takes the literature research method， the questionnaire survey method and the experimental method as the main research method， and has carried on the two-month teaching research to the two classes of the Huanghekou town middle school. The experimental results show that the task - based oral teaching model is conducive to creating a good oral English teaching environment， which is conducive to motivating the students ‘interest and self -confidence in spoken language learning， thus greatly promoting the development of students’ oral English ability. And the task-based oral teaching model is also obvious to improve students ‘ability to understand listening comprehension， and the corresponding conclusion is that this model has a positive effect on the development of students’ comprehensive language skills.
Key words： Task-Based Language Teaching； English of junior high school； Oral English teaching
Chapter One Research Design
1.1 Object of Study
The experimental object of this study is the two classes of all classes in eight grades in my hometown--Huanghekou middle school. The experimental is putting into effect in March until the May. We have two months to carry out the plan. The two classes are parallel classes and students have no significant difference in English grades.
1.2 Supposition
1. This model applied in the junior high school oral English teaching is more feasible than traditional teaching model.
2. The study will apply the Task-based Teaching Model to the Teaching of Oral English in Junior Middle School to Improve Students’ Spoken English. And we have two months to prove our hypothesis.
1.3Tool of the Research
This research tool is mainly composed of questionnaires and oral English test questions.And at the same time， we also use the questionnaires， our questionnaire has been made by reference of many educator’s research findings， and here we will not represent the questionnaire here.
Chapter Two Results and Discussion
2.1 The Results of the Questionnaire
The recovery of the questionnaire was shown in the experimental class， and it was obvious that the result has improved than before. Firstly， about the interests in learning English， the number of people increases 25 students and increases 62.5 percent. Secondly， students’ confident in learning English have increased 9 students and increases 22.5 percent. Finally， about the willing to participate in English activities concept， the number of people increases 8 students and increases 20 percent. 2.2 The Results of the Oral Tests
From the tests， we can see that the problem of vocabulary and grammar is one of the most tough problems. When the learners want to express what they want to say， correct words cannot come to their mind quickly， instead， words with similar meanings are usually stimulated in their mind. In the second place， in their expressions， there are a lot of Chinese. They usually think and express their ideas in a Chinese manner. At the same time， the usage of tense is incorrect in the expressions. .
Conclusion
The findings of this paper might help language teachers gain a deeper insight into TBLT. Now the whole country sees a high rise of advocating applying TBLT in language learning classrooms because of its merits. The author admits that TBLT， to some extent， is such a new way that it can provide more chances for the learners’ to practice oral English， and thus， improve their oral ability. However， the author firmly holds that a total copy of TBLT will produce problems in the particular context. The traditional method has the advantage of giving the teacher more control in class. It mainly places emphasis on the linguistic structures by asking students to do some exercises and recite texts； nevertheless， the teaching method fails to develop the students’ oral ability and arouse the students’ interest and motivation. We should do more in this respect in the future.
References
[1]A. S. Hornby. 2004. Oxford Advanced Learner’s English-Chinese Dictionary （Sixth edition）[M]. Oxford University Press.
[2]Brown， H. D. 1994. Teaching by Principles [M]. Upper Saddle River： Prentice Hall Regents.
[3]Breen， M. P. 1987. Learner Contribution to Task Design Candlin， Christopher， and Murphy [D]. （Eds） Language Learning Tasks， Prentice Hall.
[4]丁文. 2002. 任務型教学在初中英语课堂上的应用[J]. 中小学英语教学与研究.
[5]方文礼. 2003. 外语任务型教学法纵横谈[J]. 外语与外语教学.
[6]方芳. 2005. 浅谈任务型教学及在我国英语教学中的定位[J]. 集宁师专学报.
作者简介：
刘芸（1995-），女，聊城大学大学外语教育学院17级研究生，专业英语，研究方向英语教学。
关键词：任务型教学法；初中英语；口语教学
Abstract：This paper takes the literature research method， the questionnaire survey method and the experimental method as the main research method， and has carried on the two-month teaching research to the two classes of the Huanghekou town middle school. The experimental results show that the task - based oral teaching model is conducive to creating a good oral English teaching environment， which is conducive to motivating the students ‘interest and self -confidence in spoken language learning， thus greatly promoting the development of students’ oral English ability. And the task-based oral teaching model is also obvious to improve students ‘ability to understand listening comprehension， and the corresponding conclusion is that this model has a positive effect on the development of students’ comprehensive language skills.
Key words： Task-Based Language Teaching； English of junior high school； Oral English teaching
Chapter One Research Design
1.1 Object of Study
The experimental object of this study is the two classes of all classes in eight grades in my hometown--Huanghekou middle school. The experimental is putting into effect in March until the May. We have two months to carry out the plan. The two classes are parallel classes and students have no significant difference in English grades.
1.2 Supposition
1. This model applied in the junior high school oral English teaching is more feasible than traditional teaching model.
2. The study will apply the Task-based Teaching Model to the Teaching of Oral English in Junior Middle School to Improve Students’ Spoken English. And we have two months to prove our hypothesis.
1.3Tool of the Research
This research tool is mainly composed of questionnaires and oral English test questions.And at the same time， we also use the questionnaires， our questionnaire has been made by reference of many educator’s research findings， and here we will not represent the questionnaire here.
Chapter Two Results and Discussion
2.1 The Results of the Questionnaire
The recovery of the questionnaire was shown in the experimental class， and it was obvious that the result has improved than before. Firstly， about the interests in learning English， the number of people increases 25 students and increases 62.5 percent. Secondly， students’ confident in learning English have increased 9 students and increases 22.5 percent. Finally， about the willing to participate in English activities concept， the number of people increases 8 students and increases 20 percent. 2.2 The Results of the Oral Tests
From the tests， we can see that the problem of vocabulary and grammar is one of the most tough problems. When the learners want to express what they want to say， correct words cannot come to their mind quickly， instead， words with similar meanings are usually stimulated in their mind. In the second place， in their expressions， there are a lot of Chinese. They usually think and express their ideas in a Chinese manner. At the same time， the usage of tense is incorrect in the expressions. .
Conclusion
The findings of this paper might help language teachers gain a deeper insight into TBLT. Now the whole country sees a high rise of advocating applying TBLT in language learning classrooms because of its merits. The author admits that TBLT， to some extent， is such a new way that it can provide more chances for the learners’ to practice oral English， and thus， improve their oral ability. However， the author firmly holds that a total copy of TBLT will produce problems in the particular context. The traditional method has the advantage of giving the teacher more control in class. It mainly places emphasis on the linguistic structures by asking students to do some exercises and recite texts； nevertheless， the teaching method fails to develop the students’ oral ability and arouse the students’ interest and motivation. We should do more in this respect in the future.
References
[1]A. S. Hornby. 2004. Oxford Advanced Learner’s English-Chinese Dictionary （Sixth edition）[M]. Oxford University Press.
[2]Brown， H. D. 1994. Teaching by Principles [M]. Upper Saddle River： Prentice Hall Regents.
[3]Breen， M. P. 1987. Learner Contribution to Task Design Candlin， Christopher， and Murphy [D]. （Eds） Language Learning Tasks， Prentice Hall.
[4]丁文. 2002. 任務型教学在初中英语课堂上的应用[J]. 中小学英语教学与研究.
[5]方文礼. 2003. 外语任务型教学法纵横谈[J]. 外语与外语教学.
[6]方芳. 2005. 浅谈任务型教学及在我国英语教学中的定位[J]. 集宁师专学报.
作者简介：
刘芸（1995-），女，聊城大学大学外语教育学院17级研究生，专业英语，研究方向英语教学。