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Abstract: In 2011, the new National English Curriculum for Nine-year Compulsory Education was established. It promotes new learning strategies and teaching methods, focusing on the importance of task-based language teaching in English teaching. According to the aims of new National English Curriculum, the task-based language teaching is quite suitable for English teaching. It can create a real and meaningful context for language, and integrate language knowledge into pragmatic language use, also cultivate students’ awareness of independent learning. In China’s English teaching, grammar teaching is the important and difficult part, especially middle school’s grammar teaching. Students start to learn English from senior middle school, thus grammar teaching in middle school is the key for further grammar learning. But some teachers still adopt the traditional way to teach grammar, which can’t achieve the aims of new National English Curriculum. In this paper, the author will illustrate what is task-based language teaching and use experiment and sample to prove its functions in middle school’s grammar teaching. Key words: Task-based Language Teaching Grammar Teaching Middle School English Teaching
Contents Abstract 摘要 Introduction-1 Chapter one Literature Review-2 1.1Language and Grammar-2 1.1.1the relationship between language and grammar-2 1.1.2the Relationship between Language Teaching and Grammar Teaching-2 1.1.3Traditional Grammar Teaching in China and its Problems-3 1.2Task-based Language Teaching-4 1.2.1Task-4 1.2.2Task, Communicative activity and Language Exercise-5 1.2.3Task-based Language Teaching-6 Chapter Two Model of grammar teaching in the framework of Task-based Language Teaching-8 2.1Views on grammar teaching in Task-based Language Teaching-8 2.2 Strategies of Task-based Grammar Teaching-8 Chapter Three Empirical Research on Middle Grammar Teaching in TBLT-10 3.1Survey about the familiarity and application of TBLT-10 3.2Expenriment about the application of TBLT in middle school grammar teaching-10 Chapter Four Results and Analysis-12 4.1 Results and discussion about questionnaires-12 4.2Advantages and Limitations-13 Conclusion-14 Biography-15 Appendix-16 Acknowledgements-18 |
