An Investigation of TBLT in Middle School English Teaching in Chaohu Area
|Keywords||TBLT Middle School English Teaching Investigation|
In the autumn of2001, the Ministry of Education published the new English CurriculumStandard which definitely says that “advocating TBLT means students，with teachers’ instruction,will reach the goal of the task and experience the real taste of success by experiencing, practicing,participating, communicating and cooperating. During the learning process, students adjust theiremotion and learning strategy to form active learning attitude so as to improve communicativelanguage ability.” Since TBLT was proposed in the newly-published National English CurriculumStandards, it has become one of the research focuses．Then what has TBLT brought for theforeign language teaching in China? How much do English teachers know about TBLT? What isthe teachers’ attitude towards TBLT? How are the adaptability and feasibility of TBLT in foreignlanguage teaching? These questions are worth thinking and it is realistic and necessary toinvestigate the implementation situation of TBLT.Based on the above questions, the thesis first present a literature review on TBLT at homeand abroad and then questionnaires are designed and distributed in13middle schools in Chaohuarea (8junior middle schools and five senior middle schools) to investigate the implementationsituation of these schools. The questionnaire contains four aspects, teachers’ knowledge andattitudes towards TBLT, specific implementation situation of TBLT, effects and advantages ofTBLT and the difficulty and problems in TBLT. Lastly, conclusions are dawned and suggestionsare provided.Based on the data from questionnaire, TBLT has been implemented in Chaohu area andsome good effects have been reached. It is found that teachers in the area have insufficientawareness towards TBLT and hold different opinions of it, but they still keep passion on TBLT.The TBLT implementation not only improves students in many aspects but also enhance thequality of teachers. While in the implementation process, teachers have not shift their traditionalroles and they neglect to consider their own quality when they design and choose task. What’smore, there are also some restrictive factors in the process, such as, teachers’ workloads are tooheavy; the existing educational assessment doesn’t match TBLT; the quality of students does notmeet the demands of TBLT.Some suggestions have been provided for English teachers and related Educationaldepartment in the last part of the thesis, hoping it will be guidance for the future implementationof TBLT.