Dissertation
Dissertation > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English

The Task-Based Teaching Approach and Its Application in Senior English Reading Class

Author WuHaiYun
Tutor ZhaoGang
School East China Normal University
Course Subject Teaching
Keywords Task-Based Language Teaching teaching of English Reading reading ability teaching design
CLC G633.41
Type Master's thesis
Year 2010
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At present, a mighty curriculum reform in compulsory education is being carried out in China, focusing on improving the reading skill of the students. The New English Curriculum Standard highly advocates the use of the mode of Task-Based Language Teaching, in which teachers try to involve the students’active participation in the task performance so as to help them to learn English by doing things, such as thinking, discussing, cooperating, communicating, etc. This mode emphasizes the ability to communicate through interaction in the target language and the introduction of authentic texts into the learning situation.The purpose of this paper is to bear testimony to the hypothesis that Task-Based Language Teaching can be used in reading class effectively and it can improve student’s learning interest and reading ability. The paper carries out task-based reading experiments in Jingxian No.2 Senior High School, Anhui Province, with two contrast groups in Grade one.The results show that the experimental class that adopts task-based reading training makes bigger progress in reading ability compared with the contrastive class and that task-based language teaching is feasible in reading teaching. However, judging from the concrete problems in the application of the task-based teaching mode in reading teaching in senior high schools, there is still room for improvement in this field of study.This paper consists of 5 chapters. Chapter one is a brief introduction, unfolding the background, intention and significance of this study. Chapter two is the literature review, going over the reading theory and Task-Based Language Teaching and its application in reading class. Chapter three explores the practical use of Task-Based Language Teaching in reading classes. Chapter four is a relevant experiment and the analysis of it. The last chapter is the conclusion.

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