Abstract:English plays an important role with economic globalization. Chinese have more and more opportunities to communicate with foreign people. And society demand for spoken English is getting higher and higher. However, the current situation of English teaching is not good. Many students can get grammar better, but their communicative ability is poor. Their oral English level is not satisfactory, they have a little interest and confidence in learning English. It is mainly due to the traditional teaching approach takes up important place in English. Therefore, it is imminent to improve students’ oral English ability.

The task-based language teaching method respects the dominant role of students, which emphasizes “learning by doing”. Students complete all kinds of activities by using English. Only in this way, they can achieve the purpose of mastering knowledge and skills of solving problems. It is obvious that TBLT is a good teaching way to overcome the disadvantages of traditional teaching method. This paper through the application of task-based language teaching method on English class in primary school, which examines whether the task-based language teaching approach can effectively improve student’s interest and the level of oral English. 

Key words: Task-based language teaching; Speaking ability; Primary school

摘要:随着经济全球化的深入，中国与外国的交往越来越频繁，英语显得及其重要。社会各行各业对英语口语能力的要求越来越高。然而，当前英语口语教学现状不容乐观。许多学生能够较好地掌握语法，交际能力却很差，他们的口语能力水平也不令人满意，对英语学习缺乏兴趣和信心。这主要是源于传统的教学方法在教学中占据主导地位。因此，提高小学生的口语能力迫在眉睫。

任务型教学法尊重学生的主体地位，强调在做中学，学生通过运用英语完成老师布置的各种各样的活动,来达到掌握英语知识技能的目的和解决问题的能力。很明显，任务型教学法是弥补传统教学法的缺点的一种更好的教学方法。本文通过将任务型教学法运用于小学英语课堂，检验任务型教学法是否能有效提高小学生的英语学习兴趣和英语口语水平。

关键词：任务型教学法; 口语能力; 小学

Contents

Abstract

中文摘要

1 Introduction-1

1.1 Background of the research-1

1.2 Purpose of the research-1

1.3 The significance of the research-2

1.4 Theoretical basis of the Task-Based Language Teaching-2

2 Literature review-3

2.1 Related studies abroad-3

2.2 Related studies at home-4

3 Design of the study-4

3.1 Object of the study-5

3.2 Procedure of the study-5

3.2.1 The pre-test-5

3.2.2 The application of TBLT into improving student’s speaking ability-5

3.2.3 One teaching procedure for traditional class-7

3.2.4 Post-test-7

4 Data collection and analysis-7

4.1 Analysis about tests-7

4.1.1 Analysis about pre-test-8

4.1.2 Analysis about post-test-8

4.1.3 Analysis about pre-test and post-test-9

4.2 Advantages of TBLT-10

4.2.1 Stimulating students’ interest in learning-10

4.2.2 Improving student’ ability of autonomous and cooperative learning-10

4.2.3Cultivating student’s creative spirit and comprehensive ability to use language-10

4.3 Disadvantages of TBLT-11

4.3.1 Hard to guarantee the improvement of teaching quality-11

4.3.2 Hard to supervise and control students effectively-11

4.3.3 Hard to ensure the completion of task in large class-11

5 Suggestions on application of TBLT-12

5.1 Improving professional quality and teaching ability-12

5.2 Understanding students generally-12

5.3 Assigning the task clearly-12

6 Conclusion-12

6.1 Main findings-13

6.2 Limitations in the study-13

References-14

Acknowledgments-15

Appendices-16