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1、Task-based Leaning in Senior High SchoolAbstract: Up to date, task-based learning (TBL) approach is playing more and more important part in English teaching. It takes places of traditional teaching method. In this study we will come to see the definition of TBL and the differences between TBL and tr
2、aditional teaching method. So that the teachers can manage the classes more efficiently.Key words: task-based teaching student-centered success1. IntroductionTask-based learning is very popular in China nowadays. This paper is aimed atexploring the experts theory of a principle on TBL and its applic
3、ations in Senior High School in China. The new national English Curricular Syllabus also recommends the use of the TBL approach in teaching. This paper is also searching for ways to improve it. In recent yeasr, more and more teachers have been looking for ways which transmit knowledge beneficially i
4、nstead of a one-way process. That is a dominant teacher to a class of silent, passive learners. Moreover, they try to manage the classroom more “student-centered” instead of traditional “teacher-centered.” This desire to manage the classroom more “student-centered” attempts to introduce approaches w
5、hich make students active in learning process. In the field of language teaching, the task-based learning approach is the best known. Since TBL approach is selected and used by our Chinese English teaching process. Then, how to make it play more efficiently is an outstanding problem. So my purpose o
6、f this study is to investigate this problem and hope to find some ways to solve the problem. Two research questions are raised for this purpose, they are:1. What are the differences between TBL approach and traditional language teaching method?2. How can the teachers manage the class more efficientl
7、y in task-based teaching process?2. Literature ReviewAccording to Skehan (1996) “A task-based approach sees the learning processas one of learning through doing-it is by primarily engaging in meaning that the learners system is encouraged to develop.” (p.20) “An intercommunicating task is a communic
8、ating activity that instructs students to understand, utilize, output and to interact in the course of study in class.” (David Nunan.1989) To sum up, to cultivate the ability for the foreign language in actual daily life among students, the participation, practice and experience of actual or simulat
9、ive occasions for daily life have to be contained in the teaching activities. Therefore, the TBL approach is not only a kind of teaching method, but also a teaching modality.3. Discussion From the research studies and the theory of other experts have made, the answers will be discussed in regard to
10、the research questions mentioned above in the following parts.3.1 What are the differences between TBL approach and traditional language teaching method?3.1.1 The difference in positions between the teachers and students In traditional language teaching, the teacher occupies the dominant position, a
11、nd the students are forced to be in a subordinative place. In other words, the teacher acts as the principal person, the leading actor; on the contrary, the students play as the objective body, the supporting role. But the TBL approach treats students as the main body during the teaching procedures,
12、 thats “student-centered.” And the teachers are put in the objective place. Hence, this brings the teachers a new project of how to make themselves be a supporting role in all the teaching activities.3.1.2 The difference of criteria in the result of empirical teachingIn the traditional teaching, the
13、 criteria of the effect of empirical teaching mostly relies on whether the teachers carried through the didactical outline and whether the students had a fully understanding about the knowledge they had learnt according to the outline the teachers offered them. Meanwhile, most of the students evalua
14、tion standards are made by the exam results. Comparatively, the TBL approach pays more attention to the capability for the practical use of the knowledge which the students learnt, and the teaching effect is evaluated by the students actual impact on accomplishment of the tasks they have done.3.1.3
15、The difference in cognition between learning and practicingThe traditional teaching is focused on learning, so the students are forced tolearn. In contrast, the TBL method sticks on practicing while learning, stressing the organic combination and reciprocal progress between practice and learning. In
16、 other words, “learning” is the premise, and “practice” is the aim. Both are necessary.3.1.4 The difference on comprehension between what should do and what would doThe traditional teaching brings about a balk, inflexible and uninspiring way inclass, and makes against to organize the activity among
17、students. Nevertheless, the TBL method pays more attention to what the students will do; what they want to do, so that provides the students a commodious space to deal with the tasks spontaneously and enhancing their interest and enthusiasm of learning.3.2 How can the teachers manage the class more
18、efficiently in task-based teaching process?3.2.1 Teachers should design the tasks according to the students experience and interestThe teachers should design the tasks which haVE practical significance for thestudents. When the tasks are closed to their actual life, experience and society, the stude
19、nts will be all pleased to take part in the class activties. For example, create a real circumstance for the students. When the students have learnt some knowledge about music, the teachers can ask them to write some singers name, such as “Andy liu,” “Coco Lee” and so on. Or ask them to share what k
20、ind of music they like. Then, the students will be willing to participate.3.2.2 Managing all the students to gain success待添加的隐藏文字内容1Teachers should consider the different individual level of each student and try to promote every student at maximum limit. Hence, teachers should design different activ
21、ities of different levels in order to develop each student. Then, the degree of the tasks difficulty must be considered. If it is too simple, it will be hardly to achieve the aim of practice; if it is too difficult, it will be easily to dampen students enthusiasm and self-confidence. Therefore, if t
22、he teachers can control the difficulty of the activities or questions well, the students can feel the happiness of success. The teachers can offer the students with the same material but different requirements or offer them with different levels material and the same task so that every one of them w
23、ill do his/her duty and elaborate their own advantages to finish the tasks.3.2.3 Assigning the tasks aheadAt the beginning of teaching, tasks should be assigned. Because the students dont have enough ability and knowledge to finish the tasks before they learn the teaching content in time. Teachers s
24、hould mention the tasks they assigned several times during their teaching, and they must be care about the students who cannot finish their tasks easily and the difficult content. Therefore, the students can acquire the necessary knowledge and ability during their study process and finish the tasks
25、in the end.3.2.4 Teachers works as leaders and students as principal partTeachers and students are all actors and audience. Teachers should be the designer, organizer, conductor and the companion of the students. In the teaching process, the teachers should teach the students the ways of training sk
26、ills of study and join in the students activities enthusiastically. Meanwhile, teachers should organize and control the classroom and offer chances and time for students so that they can become the master. Under the teachers instuction, the students will elaborate the effects of principal part, and
27、master new knowledge during the process of finishing tasks and achieve mastery through a comprehension study of the subject.3.2.5 Creating the atmosphere of domestic harmonyAn atmosphere of domestic harmony in class would have a positive hit on study positively and personally for students. In order
28、to achieve such kind of harmony, teachers should always insist on justice, kindness to each student, and award students by encouragement and praise to manage every student to form a healthy mental inclination. Thereby, in such an atmosphere of domestic harmony, the students interest of study will be
29、 improved. Furthermore, the students enterprising spirit will be brought up.4. Conclusion All in all, TBL approach presents an educational concept that emphasizes the students importance in the teaching process. The task-based learning method has been testified by practice. It can assemble students
30、enthusiasm for study by various activities. Under an atmosphere of domestic harmony, students cognition ability, creativity, participation will be all enhanced. Then, task-based learning method is a position to make our educational process become really task-based. References:Task-based Approach and Its Application in Classroom English Teaching & Learning，ZHOU You-hua, Sino-US English Teaching, Dec. 2006, Volume 3, No.12 (Serial No.36) 英语教学法教程（第二版），高等教育出版社
