任务型教学法在初中英语阅读中的应用
现状调查
姓 名 学 号 院 系 专 业 指导教师
二零二一年六月四日
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摘要
A Survey on the Application of TBLT in Junior Middle School English Reading
摘 要
任务教学是一种比较先进的教学方法，在英语学科教学中具有较高的应用教学价值，但在现阶段，一些教师仍习惯于运用传统的教学方式。
本文通过对任务型教学法在初中英语阅读的应用现状调查，进行对应的分析和研究，其目的是揭示在初中英语阅读中教师对任务型教学法认知、实施情况等方面存在的主要问题，并对任务型教学法的实施提出可行性建议，以促进任务型教学法在初中英语阅读中的实施。本论文从教师层面对石家庄第44中，22中，27中,9中和17中五所水平相当的中学进行问卷调查和访谈，通过对数据的分析，结果表明任务型教学在石家庄市五所初中英语阅读课堂教学的效果受到大多数教师的认同，但认同度不高。任务型教学在阅读课堂的实施存在一定问题，体现在教师对任务型教学不够了解，使用任务型教学频率低，仍然使用传统教学法，贯彻落实任务型教学不到位，起不到应有的效果等。最后，希望本文的研究结果对学者有一定的研究价值。
关键词：任务型教学法；阅读；教学模式；任务
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Abstract
ABSTRACT
Task based language teaching （TBLT）is an advanced teaching method, which has high application value in English teaching. However, at present, some teachers are still used to using traditional teaching methods.
The purpose of this paper is to reveal the main problems existing in teachers’ cognition and implementation of TBLT in middle school English reading, and put forward feasible suggestions for the implementation of TBLT, in order to promote the implementation of TBLT in middle school English reading. This paper conducts questionnaire survey and interviews from the teachers’ level with five middle schools in Shijiazhuang No.44 middle school, No.22 middle school , No.27 middle school, No.9 middle school and No.17 middle school which in the same level. Through the analysis of the data, the results show that the effect of TBLT in English reading class of five middle schools in Shijiazhuang is recognized by most teachers, but the degree of recognition is not high. There are some problems in the implementation of TBLT in reading class, which are reflected in teachers’ lack of understanding of TBLT, low frequency of using TBLT, still using traditional teaching methods, inadequate implementation of TBLT, and ineffective effect. Finally, it is hoped that the results of this paper have certain research value to scholars.
Key words: TBLT ; reading ; teaching model ; task
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Table of contents
Table of Contents
Abstract in Chinese…………………………………………………………………….II Abstract in English ........................................................................................................ II I Introduction…………………………………………………………..........................1
1.1 Statement of the problem ................................................................................. 1 1.2 Significance of the study .................................................................................. 1 1.3 Outline of the thesis .......................................................................................... 1 II Literature Review ...................................................................................................... 2
2.1 The understanding of TBLT ............................................................................. 2 2.2 The retrospect study of TBLT .......................................................................... 2 2.2.1 Researches abroad .................................................................................... 2 2.2.2 Researches in China ................................................................................. 3 2.3 Theoretical basis ............................................................................................... 3 2.3.1 constructivist theory ................................................................................. 3 2.3.2 Cognitive theory ....................................................................................... 4 III Researches Plan………………………………………………………………….....5
3.1 researches questions ......................................................................................... 5 3.2 researches objects ............................................................................................. 5 3.3 researches methods ........................................................................................... 5 IV Research Results and Analysis…………………………………………………......7
4.1 Statistical analysis of the results of teacher questionnaire survey ................... 7
4.1.1The investigation on teachers’ cognition status of TBLT ........................ 7 4.1.2 The investigation on the implementation of TBLT ................................ 9 4.1.3 The investigation on the problems in the implementation of TBLT .... 12 4.1.4 The investigation on the evaluation of TBLT ....................................... 14 4.2 Statistical analysis of teachers’ interview answers ......................................... 15 4.3 The main problems of TBLT in English Reading Teaching ........................... 16
4.3.1 How to design the content of the task is difficult ................................. 16 4.3.2 How to manage the task completion process is difficult ...................... 16 4.3.3 How to measure students’ ability is difficult ........................................ 17 4.4 Suggestions for promoting the application of TBLT .................................... 17
4.4.1 Theoretical guidance and practical training on TBLT .......................... 17 4.4.2 Design reading“tasks”according to some basis .................................... 18
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Table of contents
4.4.3 Establish a perfect English reading evaluation system ........................ 18
V Conclusion and Limitations……………………………………………………......19
5.1 Conclusion…………………………………………………………………...19 5.2 limitation ........................................................................................................ 20
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Chapter One Introduction
1.1 Statement of the problem
As an advanced teaching method, task-based language teaching (TBLT) has been valued and studied by experts and scholars for a long time. It is considered as the development direction of communicative teaching method.
English reading plays a very important role in English teaching, but at present, most English reading classes still use traditional teaching methods, mainly in the mother tongue, although most teachers try to integrate TBLT into English teaching. But there are still some problems, such as: the choice of task, whether it is real and feasible, whether the teaching objectives can be achieved, therefore, how to better integrate this teaching method of English reading is a problem worthy of discussion.
1.2 Significance of the study
This study will help teachers adjust reading teaching methods effectively, make them more in-depth cognitive TBLT, reflect on the shortcomings and improve it, and apply it to English teaching. This also has some enlightenment for future generations, that is, it has certain practical significance for promoting the implementation of TBLT and improving the teaching quality of middle school English reading class.
1.3 Outline of the thesis
This paper consists of five parts.
The first chapter is the introduction, which includes the statement of the problem, significance of the study and the outline of the thesis.
The second chapter is the literature review, it is the status of TBLT at home and aboard. The third chapter is the researches plan, which includes research questions, objects and research methods.
The fourth chapter is the research results and analysis, which includes the analysis of questionnaire survey and individual interview answers, the main problems encountered in the implementation of TBLT and suggestions for teachers.
The fifth chapter is the conclusion and limitations, which includes the summary as well as the shortcomings and limitations of the paper.
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Chapter Two Literature Review
2.1 The understanding of TBLT
The research on TBLT originated in the 1980s, while the TBLT is still in its infancy. In 1989, D. Nunan published task design in communicative classroom as the main symbol, which comprehensively discusses the basic meaning, basic principles, basic theory and expected effect of TBLT. TBLT is to integrate the teaching objectives of English into one or more specific tasks, so that students can learn English unconsciously while using English to complete tasks, and more importantly, to cultivate students’ ability to use English (Wu, 2009).
2.2 The retrospect study of TBLT
As a kind of extensive and frequent teaching mode, TBLT has been concerned by people for a long time, Numerous investigations have been conducted into it. Before the exploration of it, reviews on the previous studies on TBLT are provided here so as to clear the ground.
2.2.1 Researches abroad
TBLT has a history of more than 20 years abroad. British Indian linguist N.S. Prabhu is the first person to implement TBLT. He presided over a communicative teaching reform experiment of English as a second foreign language.
In the following stage, Breen and Candlin improved Prabhu’s related research. Candlin first added the definition of task: task is a series of differentiated and hierarchical activities (Candlin, 1987). There are many cognitive and communicative problems in this activity, which enables students to use their knowledge to achieve their own goals in creative activities. Candlin also put forward the corresponding task level evaluation criteria, namely “task dimension”. Secondly, Breen and Candlin regard task design as a part of curriculum design. They call this kind of curriculum outline “process outline”, which is consistent with Prabhu’s view. The difference lies in Breen’s view that curriculum designers should have higher teaching ability and language learners should be more active in learning activities (Breen, 1989).
In 1989, Nunan proposed the framework of task design in classroom communication. He believes that the framework of communicative task analysis includes goal, input, activity, teacher’s role, learner’s role and status.
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TBLT framework completed by Jane Willis in 1996 is the representative work of TBLT. Jane Willis requires learners to use language “for the purpose of communication”. This activity requires students to participate in “reading, listening or reviewing” (Willis, 1996). Jane Willis divides her TBLT into three stages: the introduction of the topic and task before the task; Mission cycle, mission planning and reporting; Language focus analysis and practice.
With the development of TBLT theory, many linguists devote themselves to the study of TBLT. Finally, TBLT theory gradually matured in the 1990s.
2.2.2 Researches in China
The domestic research on TBLT began in the late 1990s, and the foreign research results are introduced and evaluated. Previously, Professor Wu Xudong (1997) made a comprehensive exposition of task design and task difficulty setting in TBLT in his book Principles for determining task difficulty in foreign language learning. Professor Xia Jimei and Professor Kong Xianhui (1998) introduced and analyzed the concept of TBLT in detail. Then, Liao Xiaoqing (2001) introduced the theoretical basis of TBLT, the definition of task, the composition of task and the corresponding teaching steps, and elaborated in the article “theoretical basis and classroom practice of TBLT”. Yu Guangan (2002) first introduced the theoretical basis of TBLT, then focused on the three criteria of task complexity analysis (code complexity, cognitive complexity and communicative pressure) and the characteristics of task sequencing (systematicness and continuity). Gong Yafu and Luo Shaoqian (2003) emphasized TBLT in their works, this paper systematically introduces the theoretical basis of TBLT, the definition of task, the relationship between task and teaching objectives, the relationship between task and performance evaluation, and the principles and characteristics of TBLT.
In teaching practice, Ni Wensai (2001) put forward the basic principles of task driven English classroom teaching mode.
Wei Yonghong (2003) conducted a comprehensive and systematic research on TBLT from the perspective of cognitive psychology, and analyzed the possibility and significance of combining TBLT with foreign language teaching practice with Chinese characteristics.
2.3 Theoretical basis
2.3.1 constructivist theory
The core of TBLT is “students-based”, which is similar to the constructivism proposed by Fosnot, the theory and concept of learning are more consistent. Constructivism learning theory
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holds that individual cognition and experience develop together, and knowledge learning is a continuous and systematic process of psychological construction, as well as a process of individual experience, discovery and creation of “things”. Teaching task set clear the learners learning goals, methods, can make the learners in the process of completing the task, to reconstruct their knowledge, and with the new intake of “new knowledge” to “cognitive schemata” connection, interaction, exchange and integration, promote the internalization of language information, achieve the goal of language acquisition.
2.3.2 Cognitive theory
Cognitive theory is put forward by the famous Swiss psychologist Piaget, which is mainly based on the research results of children’s cognitive development. According to cognitive theory, learners are accustomed to using their existing knowledge and experience to actively and actively construct meaningful objective knowledge and things, therefore, teachers should not be the impart of knowledge, but should stimulate and mobilize the enthusiasm of students, so that students have the “internal and external motivation” of learning. According to cognitive theory, language teaching must conform to the cognitive level of learners, and then achieve the learning goal through active language construction.
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Chapter Three Researches Plan
3.1 researches questions
There are three questions in this paper to explore:
First, what is teachers’ cognitive status of TBLT who teach in the middle school? Second, what is the status in their implementation of TBLT? Third, what are the problems in their implementation of TBLT?
3.2 researches objects
In the process of thesis writing, in order to ensure that the survey results are more intuitive, reduce the workload of the survey, and conduct the survey more effectively, this paper randomly selects 60 teachers as the research object from grade two in Shijiazhuang No. 22 middle school, Shijiazhuang No.44 middle school and No.27 middle school, which are mainly on the same level.
3.3 researches methods
Before issuing questionnaires, the author collected materials about TBLT and sent them to teachers, so that teachers could acquire knowledge by reading relevant materials. In the process of research, this study uses the following researches method: (1) Questionnaire
This questionnaire survey is designed based on the questionnaire survey of Gao Suju’s thesis. In a certain inspiration, the author began to prepare and distribute the questionnaire from February 28th, collected and analyzed the data to draw a conclusion. In order to ensure that the survey is intuitive, save time and improve the efficiency of the survey, random sampling method is adopted in this survey. 60 teachers were randomly selected from the questionnaire. In the questionnaire, 60 teachers filled in the questionnaire through offline way. The investigation time is 15 minutes. A total of 60 questionnaires were distributed, and 60 valid questionnaires were obtained. The effective rate was 100%.
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Questionnaire (Appendix A) contains 16 questions: questions 1-5 are designed to investigate about teachers’ cognition of TBLT; Questions 6 to 10 are designed to investigate the implementation of TBLT; Questions 11 to 13 are designed to investigate the problems encountered in the implementation of TBLT; Questions 14 to 16 are designed to investigate the evaluation of TBLT. （2）Interview method
Through the interview questions of Ye Weilin’s master thesis, the author gets some enlightenment. The interview started on March 3rd, in order to make up for the insufficiency of the questionnaire survey, the author supplemented the interview. The interview was completed by the author alone. two teachers were selected from the 60 teachers who participated in the questionnaire survey for face-to-face interview. The basis of extraction was to select a teacher A with high frequency of using TBLT and a teacher B with low frequency of using TBLT. Both of them are among the teachers with high cognitive level according to the questionnaire survey data. The interview was conducted in the form of open question. The author used two ways to record an interview: taking notes and recording. The aim is to document the interview process more clearly.
There are four questions in the interview, mainly from the understanding, the problems in the implementation process, the solving strategies and so on. The purpose is to accurately grasp the application status of TBLT in English reading teaching in Shijiazhuang No. 22 middle school, Shijiazhuang No.44 middle school and Shijiazhuang No.27 middle school through the communication with teachers.
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Chapter Four Research Results and Analysis
4.1 Statistical analysis of the results of teacher questionnaire survey
4.1.1The investigation on teachers’ cognition status of TBLT
Table4.1 Do you know TBLT?
I understand General understanding Do not understand Never heard of it
frequency percentage
13 24 23 0
22% 40% 38% 0%
It can be seen from table 4.1 that 22% of teachers are familiar with TBLT, and 40% of teachers generally understand it, which indicates that most teachers have a good cognitive foundation for TBLT.
Table 4.2 What way you use to learn about the TBLT?
Listen to the open class of experts Listen to the new curriculum standard training course Textbook guidance Colleagues learn from
each other
frequency
11 45 3 1
percentage
18% 75% 5% 2%
It can be seen from table 4.2 that among the 60 teachers, the highest proportion of the data is to listen to the open class of the new curriculum standard, followed by listen to expert lectures, read textbook guidance and exchange between colleagues, accounting for 75%, 18%, 5% and 2% respectively. Therefore, it can be seen that the implementation of TBLT for teachers has been organized, improve the efficiency and quality of middle school English reading teaching has laid a solid foundation.
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Table 4.3 What is your understanding of \"task\" in TBLT?
Students’ autonomous
reading Answer the questions in the material by reading Fill in the blanks with appropriate forms Set questions - students read with questions - answer questions
frequency
13 18 16 13
percentage
22% 30% 26% 22%
The data show that the highest proportion is to answer questions through reading materials, followed by filling in the blanks with correct forms, followed by set questions - students read with questions - answer questions and students’ autonomous reading, accounting for 30%, 26% and 22% respectively, they still think that to complete the“task”is to be able to answer the questions in the reading materials accurately, which is not essentially different from the traditional cramming teaching mode, and has a negative impact on improving the ability of middle school students to use English knowledge.
Table 4.4 What’s your opinion on TBLT?
Very reasonable It’s reasonable uncertain unreasonable
frequency
18 10 20 12
percentage
30% 17% 33% 20%
The results show that 53% of the 60 subjects thought that they were uncertain and unreasonable, more than half of the total. This shows that there are some problems in the implementation of TBLT in middle school English reading class, which is mainly manifested in the teachers’ low recognition of TBLT.
Table 4.5 How do you understand the mode, concept and connotation of TBLT?
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Know very well General understanding
Know it a little
frequency
10 12 38
percentage
17% 20% 63%
The results show that 63% of the 60 teachers know less about TBLT, more than half of them. This shows that teachers still lack deep understanding of TBLT.
To sum up, most teachers’ understanding of TBLT remains on the surface, not reaching a deep level. For example, the understanding of “task” is biased, the lack of exploration of details, and the general recognition is not high. Therefore, it is necessary to formulate corresponding improvement measures to promote the application and implementation of TBLT in middle school English reading teaching.
4.1.2 The investigation on the implementation of TBLT
Table 4.6 How often do you use TBLT?
Frequently used General use Less used Never use
Frequency
12 18 30 0
percentage
20% 30% 50% 0%
As shown in table 4.6, up to 50% of the subjects choose the less used TBLT, which shows that middle school English teachers do not practice the TBLT enough and use it less frequently, from the side, it reflects that there is a certain conflict between the concept of TBLT and the concept of traditional teaching. Therefore, up to 50% of teachers are still used to traditional teaching methods, and the implementation of TBLT is not high.
Table 4.7 In the implementation of TBLT, what is your grouping basis?
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According to students’
reading level Based on previous teaching
experience Comprehensive analysis of students’ learning attitude,
way and level
Frequency percentage
8 41 11
13% 68% 18%
The results of the survey show that 41 teachers choose to group and implement TBLT mainly based on their previous teaching experience, accounting for 68% of the total survey. This shows that the application of TBLT in English reading teaching is not based on the actual status of students, it is mainly based on their own subjective experience to judge, which easily leads to the teachers’ grouping, task design is difficult to meet the actual status of students, students are difficult to successfully complete the “task”, the number of teachers who choose “comprehensive analysis of students’ learning attitude, way and level” account for 18%. It can be seen that in the process of implementing and applying the TBLT, teachers design tasks more from their own subjective will and cognition, and less from the actual status of students, which is different from the TBLT design, application should follow the principle of “student-centered”, which is contrary to the application effect of TBLT, and also has a negative impact on middle school English reading teaching.
Table 4.8 What do you pay more attention to when assigning tasks?
Acceptance ability of
students
Class time Number of students The task itself
frequency
10 2 21 27
percentage
17% 3% 35% 45%
The data shows that among the 60 teachers, the proportion of choosing to focus on the task itself is the highest, followed by the number of students, students’ acceptance ability, and finally the classroom time, accounting for 45%, 35%, 17% and 3% respectively. It can be seen that the design of teaching content, the arrangement of
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teaching content and students’ acceptance ability are the important factors affecting the implementation of TBLT in middle school English reading teaching.
Table 4.9 Which way are you used to carry out middle school English reading
teaching?
Explanation- practice-
application Presentation-inquiry-analysis
practice Review-presentation-practice consolidation practice
frequency
40 13 7
percentage
67% 22% 11%
Among the 60 subjects, 40 chose the way of explanation- practice -application to carry out the English reading module teaching, accounting for 67% of the total number. This shows that although middle school English teachers’ cognition of the TBLT is relatively ideal, and they have also carried out some practice in English classroom teaching, but they are not satisfied with the status, there are still quite a number of teachers who are used to using the traditional teaching method of “explanation practice one by one” to carry out English reading module teaching, which proves to some extent that the implementation of TBLT is not ideal.
Table 4.10 What is the order in which you use the textbook?
According to the textbook order
Select the key points There will be expansion beyond
the textbook
frequency
12 40 8
percentage
20% 67% 13%
The data shows that 40 of the 60 teachers are used to teaching according to the key teaching materials, that is, teaching for the purpose of examination, accounting for 67%, more than 50%. This shows that under the TBLT, teachers still take the completion of teaching tasks as the main goal when arranging teaching.
To sum up, there are still many problems in the implementation of TBLT, such as lack of systematic basis for grouping, strong subjectivity, deep-rooted traditional teaching ideas, the implementation of TBLT is poor.
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4.1.3 The investigation on the problems in the implementation of TBLT
Table 4.11 What are the main problems in the implementation of TBLT?
Task content design The operation process is
too complicated Class time is limited Organize the students to complete the task
frequency
34 6 9 11
percentage
57% 10% 15% 18%
As shown in table 4.11, 34 of the 60 subjects chose “task content design”, which is one of the main difficulties, accounting for 57% of the total number of the survey, more than half of the total number. Therefore, how to design the teaching content and organize students to complete the TBLT process are the main difficulties encountered in the implementation of TBLT in middle school English reading. Therefore, it is necessary to improve the comprehensive quality of teachers, guide them to establish advanced teaching ideas and ideas, and implement the teaching idea of TBLT into the process of English reading classroom teaching. Only in this way can we improve the efficiency of English reading classroom teaching and achieve the teaching objectives of the new curriculum.
Table 4.12 What do you think are the reasons that restrict you from using TBLT?
Under the examination- oriented education, we have to focus on the traditional
teaching methods Restrictions on Teachers’ professional level The concept of task- based teaching is not clear Teachers are reluctant to spend time on research
frequency
33 8 17 2
percentage
55% 13% 28% 4%
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As shown in table 4.12, among the 60 subjects, the proportion of examination oriented education must adopt traditional teaching method is the highest, followed by teachers’ choice of unclear concept of TBLT, the third is the restriction on Teachers’ professional level, and the last is teachers’ time spent on research, accounting for 55%, 28%, 13% and 4% respectively, this shows that there are both subjective and objective factors influencing the application of TBLT in middle school English reading teaching. In order to promote the application and implementation of TBLT in middle school English reading teaching and achieve more fruitful results, we must overcome these problems. And compared with the traditional teaching mode, TBLT has higher requirements for teachers’ teaching philosophy, teaching content, teaching design and the implementation of teaching process. Whether teachers can make timely changes to adapt to the actual requirements of TBLT is the key to the successful implementation of this teaching method in middle school English reading teaching.
Table 4.13 What is the biggest difficulty you encounter in organizing students
to complete tasks?
Student grouping Role change Classroom content arrangement Student report
frequency
4 11 27 18
percentage
7% 18% 45% 30%
The results show that among the 60 teachers, the biggest difficulties in organizing students to complete the task of English reading teaching are the arrangement of classroom teaching contents, student reports, role switching and student grouping. 45%, 30%, 18% and 7% respectively. Thus, in the process of organizing and implementing the new teaching method, how to determine and arrange the teaching content of reading class and guide students to make reasonable reports are the main problems of TBLT in middle school English reading class.
To sum up, in the implementation process of TBLT, the main difficulty is the design of task content, and the main reason is that teachers do not understand the task thoroughly, lack of scientific basis, and lack of in-depth research on TBLT under the pressure of exam- oriented education.
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4.1.4 The investigation on the evaluation of TBLT
Table 4.14 What do you think of the implementation effect of TBLT?
very nice commonly Not good It didn’t work
frequency percentage
9 22 18 11
15% 37% 30% 18%
It can be seen from table 4.14 that 15% of the 60 teachers think that the effect of TBLT is very good, and 37% think that the effect of TBLT is average. The data shows that the majority of teachers agree with the effect of TBLT, more than half of the total number. It can be seen that TBLT is a scientific and advanced teaching method. Although it is recognized by most teachers, the recognition is not high.
Table 4.15 What is the main basis for your daily evaluation of TBLT?
Daily learning evaluation Performance evaluation A combination of the two
frequency
5 36 19
percentage
8% 60% 32%
The results show that up to 60.0% of English teachers are still used to using “performance evaluation based” to evaluate the effect of TBLT in improving middle school students’ English reading teaching, and the test orientation is still relatively obvious, which has a certain deviation from the implementation value of TBLT advocated in the new curriculum teaching standard.
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Table 4.16 Do you think TBLT is suitable for English reading teaching?
Very suitable commonly unsuited
frequency
43 8 9
percentage
72% 13% 15%
The results show that 72% of the 60 teachers think the existing textbooks are very suitable for TBLT, which is more than half of the total number. This indicates that the current foreign English textbooks for middle schools are suitable for the implementation of TBLT. At the same time, combined with the current situation of middle school English courses, the English textbooks should be further improved. Teachers can choose tasks suitable for students’ actual situation and arrange them systematically, or dig out available materials from textbooks to serve TBLT, so as to effectively promote the implementation of TBLT in English reading teaching.
In general, although most teachers affirm the implementation effect of TBLT, most teachers lack scientific evaluation criteria and are more subjective.
4.2 Statistical analysis of teachers’ interview answers
Regarding the research question, besides the problems mentioned in the questionnaire, what other problems do you think may exist in the application of TBLT in English class? According to the answers of the interview, in 2 teachers, that in addition to the above problems, TBLT still exists some problems, but mainly focused on how to determine a reasonable task, how to inspire the enthusiasm of students’ active thinking, how to manage the process of the task completion and how to measure students’ ability, these are restricting the obstacle factor of teaching activities.
In view of the research question, how do you think these problems should be solved in the implementation of TBLT? According to the answers of the interview, teacher A believes that the task design, implementation process and comprehensive evaluation should be improved to maximize the agreement with students’ “ability to accept”. Only in this way can the teaching goal of improving middle school students’
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English reading ability be achieved. Teacher B thinks it is necessary to read the TBLT through and apply TBLT according to local conditions.
In terms of research question, objectively speaking, TBLT has advantages and disadvantages. Will you continue to use TBLT in the future? According to the answers of the interview, teacher A will continue to use TBLT. The reason is that Teacher A thinks TBLT has more advantages than disadvantages and can improve the effect of English reading teaching. However, Teacher B will not continue to use TBLT because he believes that TBLT may lead to polarization of teaching and other factors.
Regarding the research question, in order to improve the effectiveness of TBLT in the teaching process of English reading, what improvements do you hope to make? According to the answers of the interview, teacher A believes that TBLT should grasp the essence of the theory and get rid of the misunderstanding. For example, TBLT should not be generalized, and TBLT should not be mistaken as that the whole class must use the so-called “task” to teach. Teacher B believes that the design of tasks should focus on the reality of students, close to life, and give full consideration to the cognitive and emotional needs of students.
According to the analyze the answers of the interview, the author has learned that there are some acknowledged drawbacks of TBLT in the implementation process, but the means to solve the problems are diversified, and TBLT still needs to be improved from many aspects, which requires teachers to continue to explore in the future teaching.
4.3 The main problems of TBLT in implementation in English Reading Teaching（14页总结一一对应）
4.3.1 How to design the content of the task is difficult
In middle school TBLT, students are the center of TBLT. Although in the process of designing tasks, English teachers can design the difficulty of tasks according to the actual situation of students. However, at present, the number of students in each class of middle school is relatively large. Therefore, in the process of designing tasks, the number of students in each class is relatively large, and the designed tasks are difficult to meet the needs of all levels of students, which leads to many middle school English teachers are not willing to use TBLT in reading teaching.
4.3.2 How to manage the task completion process is difficult
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It is difficult for teachers to effectively control students’ activities when TBLT is used in middle school English reading teaching, the efficiency of classroom feedback is also low. The main feature of TBLT is to decompose the class activities into tasks. Students can learn language knowledge and improve their reading ability by completing the tasks. However, in the actual teaching activities, English teachers usually find that students often use their mother tongue instead of English to communicate when they finish the task and ask students to complete the task in groups. Although teachers constantly remind and emphasize this problem, it still can’t be improved.
4.3.3 How to measure students’ ability is difficult
The current assessment system in our country determines that it is difficult for middle school English teachers to determine whether students’ reading ability is real, they only judge the students’ reading ability from whether the scores of reading questions are improved, which increases the difficulty of applying TBLT in middle school English reading teaching, and also makes teachers in a dilemma in the actual teaching process. On the one hand, middle school English teachers hope to use TBLT in English reading teaching. After designing corresponding task activities for students, they can let students improve their reading ability in the application and experience. However, on the other hand, teachers are afraid that the application of TBLT can’t improve students’ academic performance, so they can’t explain to parents and students. At the same time, the school will directly deny the teaching level and teaching ability of teachers because of the poor performance of students. It can be seen that the existing examination system has greatly affected the enthusiasm of teachers to use TBLT in English reading teaching, which greatly inhibits the application of TBLT in middle school English reading teaching.
4.4 Suggestions for promoting the application of TBLT in English reading teaching
4.4.1 The teachers should be given theoretical guidance and practical training on TBLT
In order to improve their comprehensive quality and broaden their scope of knowledge, middle school English teachers in China must strengthen their study. In this
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way, they will have a better understanding and grasp of the TBLT, adapt to the requirements of TBLT on teachers’ quality, and achieve good results in reading teaching.
Schools or educational research departments can train teachers in the theory of TBLT. The training content can include the process, characteristics, design, steps and principles of TBLT. Organize experts, professors and scholars to carry out theoretical training for front-line teachers on a regular basis, so that teachers have a clearer understanding of the concept and implementation of TBLT and can apply it with ease. In addition, experts can go deep into the classroom and guide the front-line teachers to use TBLT to conduct actual teaching.
4.4.2 Design reading“tasks”according to reading materials and students’ characteristics
Teachers should make full use of the previous effective methods to design reading learning tasks, design teaching according to the specific characteristics of learning content and students’ characteristics, and achieve flexible application of TBLT. The careful design of reading task is helpful to improve students’ initiative and enthusiasm in learning. The reading task designed by teachers should involve the content and topics that students are interested in. The task must be challenging, and the form of the task should be flexible and varied. When designing the task, teachers should also pay attention to the accomplishment of the task to students. At the same time, the teacher must take into account the students’ main position when designing the task, and fully consider and grasp the order, difficulty and connection between different tasks. In addition, teachers can also consider setting up diversified task forms. For example, for relatively simple reading materials, teachers can increase the complexity of students’ activities and tasks; For reading materials with relatively high difficulty, teachers should design tasks and activities from easy to difficult, step by step, and make the tasks step by step. For those activities and tasks that require students’ ability relatively high, teachers can design students to work in groups and use the energy of all the students in the group to complete them together. If the task is not too demanding of the student’s ability, the student can be asked to complete the task independently.
4.4.3 Establish a perfect English reading evaluation system for task-based teaching
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First of all, the evaluation content of TBLT must be comprehensive. The evaluation should not only examine students’ ability to use the language, but also examine students’ learning strategies and interests. Secondly, the evaluation forms of TBLT must be diversified, including formative evaluation and summative evaluation, and the two evaluation methods should be combined to pay attention to the evaluation of not only the learning results, but also the learning process.
Chapter Five Conclusion and Limitations
5.1 Conclusion
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This paper mainly adopts the methods of questionnaire survey and interview, and randomly selects three middle schools in Shijiazhuang with the same level to study and analyze the current situation of English reading teaching. The results show that the effect of middle school English reading teaching is recognized by most teachers, but the degree of recognition is not high. There are still some problems in the implementation of TBLT in the classroom, such as teachers’ lack of in-depth understanding of TBLT, difficulty in designing task content, and difficulty in measuring students’ ability. To solve these problems, middle school English teachers must pay attention to the improvement of their comprehensive quality, update teaching concepts, and extend the implementation time of TBLT.
In short, we should further promote the application and practice of TBLT in middle school English reading teaching.
Therefore, it is necessary to improve the comprehensive quality of middle school English teachers, carefully design reading tasks, establish a perfect TBLT English reading evaluation system, and create a good internal and external environment for the application of TBLT.
5.2 limitation
Due to the limitations of the investigation conditions and the author’s ability, this paper has some limitations and the research is not deep enough. Therefore, the research on the application of TBLT in middle school English reading teaching is not comprehensive and representative. Due to the little number of candidates, we can’t draw a very comprehensive and accurate conclusion. Only 60 English teachers from Shijiazhuang No.22 middle school, Shijiazhuang No.44 middle school and Shijiazhuang No.27 middle school are analyzed. It does not represent all the teachers. It is hoped that future researchers will pay attention to this problem.
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Acknowledgements
Acknowledgements
First of all, I would like to thank my tutor, Mr. XXXXXX, for her valuable suggestions on the revision, correction and polishing of my thesis, and for her encouragement in the process of writing my thesis.
In addition, I would also like to thank all my classmates and friends who have given me all kinds of help when I need help. Their advice and help are also indispensable. Thank you for your kind-hearted classmates and friends.
Finally, I sincerely thank my family for their supervision and support. As my backing, they have given me great confidence to complete the task.
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Appendix
Appendix A（页边距）
教师问卷
一． 教师对任务型教学法的认知情况调查(您需要填写的是在阅读材料之前的自身状况)
1.您了解任务型教学法吗？
A． 很了解 B.一般了解 C.不了解 D.从未听说过 2.您都是通过什么途径了解任务型教学法的？
A. 听专家公开课 B.听新课标培训课 C.教材辅导书 D.同事之间的相互交流
3.您对任务型教学法中“任务”的理解为？
A.学生自主阅读 B.通过阅读回答材料中的问题 C.用适当的形式进行填空 D.教师先设置问题，学生带着问题进行阅读，最终回答这些问题
4. 您对任务型教学法的看法是？
A.先进并且很有用处 B.用处不大 C.没用处且耗时耗力 5.您对任务型教学法的模式，理念，内涵的了解情况如何？ A.十分了解 B.一般了解 C.了解较少 二．任务型教学法的实施情况调查（在阅读授课过程中） 6. 您使用任务型教学法的频率是？
A.经常使用 B.一般使用 C.不怎么使用 D.从未用过 7. 在任务型教学法实施的过程中，您的分组依据为？
A.依据学生的阅读成绩 B.凭借以往的教学经验 C.全面分析学
生的学习态度，方式和水平
8. 在布置任务时，您更关注的是？
A.学生的接受能力 B.课堂时间 C.学生人数 D.任务本身 9.您习惯运用哪种方式来开展初中英语阅读教学？
A.讲解-练习-运用 B.呈现-探究-分析-操练 C. 认识-模仿-重复-变化-选择
10.您使用教材的顺序是哪种情况？
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Appendix
A.按照教材给的顺序进行讲解 B.选择重点讲解 C.除了教材之外还会有拓展
三．任务型教学法在实施过程中可能遇到的问题调查
11. 在任务型教学法的实施过程中，遇到的主要问题是什么？ A.任务内容设计 B.操作过程过于复杂 C.课堂时间有限D.组织学生完成任务
12.您认为目前制约您使用任务型教学法的原因为？ A.应试教育的压力，不得不以传统的教学方法为主 B.教师压力过大，不愿花时间去研究任务型教学法 C.自身业务能力水平的制约 D. 任务型教学的理念认识不清
13.您在组织学生完成任务时，遇到的最大的问题是？ A.学生分组 B.角色转变 C.课堂内容安排 D.学生汇报
四. 任务型教学模式评价情况调查分析
14.您认为任务型教学法的实施效果如何？ A.非常好 B.一般 C.不好 D.没效果
15. 您日常评价任务型教学模式的主要依据为？ A. 日常学习评价为主 B.成绩评价为主 C.二者相结合 16.您认为任务型教学法是否适用于英语阅读教学？ A.十分适合 B.一般 C.不适合
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Appendix
Appendix B
访谈问题
1.除了问卷中提及到的实施过程中的问题，您认为任务型教学法在英语课堂中还有哪些可能存在的问题？
2.您认为在任务型教学法的实施过程中应该如何解决上述问题？
3.客观来看，任务型教学法有利弊，您在今后的阅读教学中还会继续使用该教学法吗？
4. 为了提高任务型教学在英语阅读课教学过程中的成效，您还希望做哪些方面的改进?
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