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Abstract:Teaching of speaking is weak in senior middle school mainly because of the neglect of speaking and the lack of appropriate teaching methods. This thesis puts forwards the application of Task-Based Language Teaching (TBLT), which aims at improving students’ communicative competence by using language to finish certain tasks.
Key words: TBLT; senior middle school; oral English
Introduction
ⅠWith the continual advancement of globalization, there is a high demand for English talents, especially those who have strong ability of oral English. However, nowadays there still exist some deficiencies which obstruct the improvement of senior middle school students’ oral English. TBLT is a good method to reverse this situation.
1.Present Deficiencies in Teaching of Speaking to Senior Middle School Students
We cannot but acknowledge that our students’ speaking ability, as a whole, is not yet satisfactory. There are some possible problems leading to the poor situation, such as lack of necessary exposure to idiomatic English, limited teaching facilities and learning resources.
II. The Theory of Task-Based Language Teaching
Task-based language teaching has been sweeping the world since the mid 80s last century.In the 1990s China came into full contact with it. The method as a contrast to traditional grammar-oriented teaching originated from Communicative Approach for language teaching. Gradually, it has become a better known and more influential and more widely practiced method. By applying TBLT in our classroom, the idea of students-centered teaching can really be put into practice.
III. The Implementation of TBLT in Oral English
1. Principles of Task Designing
In designing classroom tasks for the experiment, we should follow some principles, they are: 1) meaning is primary; 2) there is some communication problems to solve; 3) there is some sort of relationship comparable to real-world activities; 4) task completion has some priority; 5) the assessment of the tasks is in terms of outcome.
2.Materials for the Implementation of TBLT
Textbooks are the main source for speaking activities, which contain communicative activities, emphasize the communicative functions of language, reflect learners’ need and interests as well as the authentic language use. Besides, appropriate extra materials should also be used. For example, watching English films, or speaking by listening to and extracting information from radio and television programs.
3.Speaking Activities Based on TBLT
The following activities are all designed to provoke spoken communication between learners and teachers. It has been proved that they are very effective.
(1). Brainstorming
Brainstorming is a strategy when the class is divided into small groups of 4 to 6 per group with one appointed as the recorder.A question is posed by the teacher with many possible answers and students are given time to think about answers.? After the "think time," members of the team share responses and the recorder writes down all the answers of the group members, in which everyone contributes to the answer by expressing his own idea orally.
(2). Role-Play and Simulation
These two activities are to create the presence of a real-life situation in the classroom. Learners pretend to be someone else in the given language tasks. Its advantage is that learners do not have to take responsibility for their own actions and words.
4.Forms of Class Organization and Activities
There are various kinds of learner-groupings that teachers can employ in order to maintain the innovative activities in the language classroom.
(1). Pair Works
Pair work is suitable for a group of 2. It enables the teacher to get students engaged in interactive communication within a short period of time, which increases students’ attentiveness and willingness to participate.
(2). Group Work
Group work involves a small group of students working together. It elicits discussion and negotiations of meaning among students about a question or theme suggested by the teachers. The first step in promoting successful group work is to select an appropriate task. Group tasks indicate that such tasks help students think about the target culture and enable students to practice L2 communication skills.
IV. Conclusion
After finishing the activities they do, teachers should assess the outcome appropriately. They should try to be positive in their criticism and avoid damaging the speakers’ self-esteem. They will help those who have difficulties in the task and give guidance in accordance.
Bibliography
[1]Widdowson. H. G. Teaching Language as Communication. Oxford: OUP.
[2]吴亦安：《走出英语教学的误区》， 北京：外语教学与研究出版社， 2002。
[3]方文礼：“外语任务型教学法纵横谈”，北京： 《外语与外语教学》， 2003。
Key words: TBLT; senior middle school; oral English
Introduction
ⅠWith the continual advancement of globalization, there is a high demand for English talents, especially those who have strong ability of oral English. However, nowadays there still exist some deficiencies which obstruct the improvement of senior middle school students’ oral English. TBLT is a good method to reverse this situation.
1.Present Deficiencies in Teaching of Speaking to Senior Middle School Students
We cannot but acknowledge that our students’ speaking ability, as a whole, is not yet satisfactory. There are some possible problems leading to the poor situation, such as lack of necessary exposure to idiomatic English, limited teaching facilities and learning resources.
II. The Theory of Task-Based Language Teaching
Task-based language teaching has been sweeping the world since the mid 80s last century.In the 1990s China came into full contact with it. The method as a contrast to traditional grammar-oriented teaching originated from Communicative Approach for language teaching. Gradually, it has become a better known and more influential and more widely practiced method. By applying TBLT in our classroom, the idea of students-centered teaching can really be put into practice.
III. The Implementation of TBLT in Oral English
1. Principles of Task Designing
In designing classroom tasks for the experiment, we should follow some principles, they are: 1) meaning is primary; 2) there is some communication problems to solve; 3) there is some sort of relationship comparable to real-world activities; 4) task completion has some priority; 5) the assessment of the tasks is in terms of outcome.
2.Materials for the Implementation of TBLT
Textbooks are the main source for speaking activities, which contain communicative activities, emphasize the communicative functions of language, reflect learners’ need and interests as well as the authentic language use. Besides, appropriate extra materials should also be used. For example, watching English films, or speaking by listening to and extracting information from radio and television programs.
3.Speaking Activities Based on TBLT
The following activities are all designed to provoke spoken communication between learners and teachers. It has been proved that they are very effective.
(1). Brainstorming
Brainstorming is a strategy when the class is divided into small groups of 4 to 6 per group with one appointed as the recorder.A question is posed by the teacher with many possible answers and students are given time to think about answers.? After the "think time," members of the team share responses and the recorder writes down all the answers of the group members, in which everyone contributes to the answer by expressing his own idea orally.
(2). Role-Play and Simulation
These two activities are to create the presence of a real-life situation in the classroom. Learners pretend to be someone else in the given language tasks. Its advantage is that learners do not have to take responsibility for their own actions and words.
4.Forms of Class Organization and Activities
There are various kinds of learner-groupings that teachers can employ in order to maintain the innovative activities in the language classroom.
(1). Pair Works
Pair work is suitable for a group of 2. It enables the teacher to get students engaged in interactive communication within a short period of time, which increases students’ attentiveness and willingness to participate.
(2). Group Work
Group work involves a small group of students working together. It elicits discussion and negotiations of meaning among students about a question or theme suggested by the teachers. The first step in promoting successful group work is to select an appropriate task. Group tasks indicate that such tasks help students think about the target culture and enable students to practice L2 communication skills.
IV. Conclusion
After finishing the activities they do, teachers should assess the outcome appropriately. They should try to be positive in their criticism and avoid damaging the speakers’ self-esteem. They will help those who have difficulties in the task and give guidance in accordance.
Bibliography
[1]Widdowson. H. G. Teaching Language as Communication. Oxford: OUP.
[2]吴亦安：《走出英语教学的误区》， 北京：外语教学与研究出版社， 2002。
[3]方文礼：“外语任务型教学法纵横谈”，北京： 《外语与外语教学》， 2003。