The Implementation of Task-based Language Teaching Approach in Vocational College English in China

Abstract

Task-based Language Teaching refers to a kind of language teaching model, in which students learn language through accomplishing a series of tasks under the instructions of teachers. This kind of teaching model takes group/ pair learning as the basic way. The members of group fulfill the tasks assigned by the teachers individually or cooperatively through brainstorming, negotiating or discussing with each other. The core of task-based language teaching aims at asking teachers and students to imitate the various activities or tasks which can be undertaken by using languages in present schools or in the future society, which combines language teaching with the practical language use in the future lives of learners. Under the guidance of such theories as 3A (awareness, autonomy, authenticity) theory, group dynamics theory, the second language acquisition theory and social constructivist theory, the thesis borrows the latest findings on task-based language teaching (regardless of foreign or domestic), abides by the principles and demands of the Basic Demands on the Vocational College English Teaching (Ministry of State Education, 2000), connects with the actual conditions on the domestic vocational college English teaching and the author's specific teaching practice, tries to make some discussions and researches on how to apply the new teaching model of task-based language teaching in vocational college English teaching, in both theoretical and practical perspectives. The thesis firstly analyzes the necessities and the feasibilities of applying the new model of task-based language teaching in higher vocational college English teaching, then makes some practical researchers and emphasizes on the teaching of four language basic skills, i.e. listening, speaking, reading, writing, and on that of language knowledge. The thesis also claims in short that vocational college English teaching with task-based approach should contain the teaching of culture awareness. At last, the thesis suggests that formative assessment should also be advocated in vocational college English teaching and formative assessment should be the one of main assessment forms besides summative assessment. Task-based language teaching creates the conditions for carrying out formative assessment and it can shows its advantages only with the combination of summative assessment and formative assessment. Without doubt, it has many advantages to employ the latest model of task-based language teaching in higher vocational college English teaching. This teaching model can make students learn and practice English in the procedure of fulfilling tasks, which can not only cause learners to experience the feeling of successes, arouse their study interests, create a relax, natural and authentic language environment, enhance their language knowledge and abilities of language use, but also train learners' abilities of thinking in English and cultivate their such good virtues as activeness, cooperation, interactiveness.