英语本科毕业论文 Task-based Language Teaching(TBLT) in Foshan Middle Schools

learners to rehearse communicative skills that they will need in the real world，and involve learners in sharing information, give learners a choice in what way they do and the order in which they do it, and involve learners in solving a problem in order to coming to a conclusion．

7.2 The reflection about this paper

This paper is a light analysis of TBLT, including its background theory, its design principle and its practical model, etc. This study is conducted only in one school, so the conclusion might not be very convincing of every school or of the in different proficiency language levels．

Besides, the real data is lacked because the searching work is not enough. So it can not be sure whether the efficiency is very high, or whether there is another much better way to apply this pedagogy.

To sum up, this paper still can be improved, for there are still some problems we need to solve. For example, how can we implement and promote Task-based teaching in Foshan Middle Schools? How can we really help students improve English to enhance their language skills? In the process of teaching how can we mobilize all the students? enthusiasm to participate?

21

Bibliography

[1]Careless.D. “Issues in teachers” reinterpretation of a task－based innovation in primary schools[J]. TESOL Quarterly. 2004(38):639－662.

[2]Chen Pei. TASK－BASED LANGUAGE TEACHING IN CLASSROOMS: A STUDY OF CHINESE EFL TEACHERS? PRACTICE[J]. 中国英语教学. 2008(6):102-110.

[3]Willis, J.A framework for task-based learning[M]. Harlow: Longman Pearson Educaion. 1996.

[4]Ellis, R. The Study of Second Language Acquisition[M]．Oxford: Oxford University Press.1994

[5]Ellis, R. Task-based language learning and teaching[M]. Oxford: Oxford University Press. 2003.

[6]Grandner. D&Miller, L. Establishing Self Access from Theory to Practice[M]. Shanghai Foreign Language Education Press. 2002

[7]Littlewood,W. Communicative and task-based language teaching in East Asian classrooms[J]. Language Teaching. 2007(3):43-49.

[8]Nunan,D. Designing Tasks for the Communicative Classroom[M]. Cambridge: Cambridge University Press.1989.

[9]Nunan,D. Task-based syllabus design：Selecting, grading ,and sequencing tasks[A]．In G Crookes and S．M．Gass (Eds．), Tasks in a Pedagogical Context Integrating Theory and Practice[M]．Clevedon，Avon．1993

[10]Nunan,D. The impact of English as a global language on educational policies and practices in the Asia-Pacific region [J].TESOL Quarterly. 2003(4):589-613. [11]Nunan.D. Task-based Language Teaching [M]. Cambridge：Cambridge University Press. 2004

[12]Skehan, P. A Cognitive Approach to Language Learning[M] Oxford: Oxford

22

University Press. 1998

[13]Spada·N·＆MFrohlich. Communicative Orientation of Language Teaching Observation Scheme: Coding Conventions and Applications. Sydney: NCELTR, Macquarie University.1995.

[14]William Littlewood. Foreign Language Teaching Methods: From Past [J]. 中小学外语教学(中学篇). 2008(4):1-11

[15]Zhang, Y.F. The implementation of the task－based approach in primary school English language teaching in mainland China．Unpublished PhD thesis．Hong Kong: Hong Kong University. 2005

[16]何磬. ON MIS-READ TASK-BASED LANGUAGE TEACHING[J].科技信息.2011(4):147-148.

[17]赖海燕.Task- based Language Teaching---New Approach, New Gain[J].外语论坛.2010(21):248-249.

[18]廖晓青．任务型教学的理论基础和课堂实践[J],中小学外语教学, 2001(11):10-13

[19]林璐. On the Application of Task-based Language Teaching Approach to English Phonetic Teaching[J].海外英语.2011(8): 390-391

23

Acknowledgements

Firstly, I owe my deepest gratitude to my supervisor Professor Zhousheng, who conscientiously offered valuable and detailed advice on various matters throughout the completion of this paper. Without his help and encouragement，I would hardly finish my paper.

Secondly, I would like to express my appreciation to all my friends who have offered their help to me. They are Zhu Yanting, Luo Jiahua and Tan Weiju. In this paper, they helped me a lot. They sent me much information for me and encouraged me to complete it. 1 will cherish their encouragement and true friendship forever．

I am also very thankful to the students in Nanhai Zhixin Middle School. They show me good cooperation during my observation and experiment．Without them，this paper can not be so materialized.

Finally, I would like to express my greatest thanks to my parents and my brothers, for their encouragement and support and understanding during my study．

24