Abstract and Key Words

Abstract: This thesis aims to investigate the application of Task-based Language Teaching (TBLT) to English reading teaching in Senior High School. Based on the Task-based Language Teaching Theory, it tries to design samples which illustrate the application of TBLT in Senior High School by dividing task implementation into three stages, which are pre-task, task-cycle and language focus. The conclusion of the paper is to explore the practical meaning of reading teaching based on TBLT by action research, and to make a meaningful study to improve the present high school students’ English reading level and teachers’ teaching level.

Key words: high school; Task-based Language Teaching; English reading teaching 

摘要： 本文旨在研究任务型教学法在高中英语阅读教学中的应用。文章从任务型教学法的理论角度出发,通过将实施任务分为三个阶段：阅读前任务，阅读中任务以及阅读后任务，来设计TBLT阅读任务在高中英语阅读中应用的样例。结论是旨在探讨高中英语阅读教学在任务型教学研究基础上的实践意义,希望通过有意义的学习来提高目前高中生英语阅读水平和教师的教学水平。

关键词：高中；任务型教学法；英语阅读教学

1.    Introduction
Task-based Language Teaching (TBLT) has been a new developing form of communicative language teaching in the past 20 years. It transforms the basic ideals of language use into classroom teaching method, which is of great significance in practice. The theory of Task-based Language Teaching emphasizes “learning by doing”, in which students are engaged in naturalistic leaning through participating in communicative activities and accomplishing language leaning tasks together with their teachers. It can arouse students’ internal demand and develop students’ interest in learning English. In senior high schools, the traditional English reading teaching often regards teachers and textbooks as the center of teaching materials. The teacher focuses on knowledge and explains language points only in class while students accept information in a passive way. So reading class is often boring. This thesis makes attempts to apply the TBLT to English reading teaching in senior high school, and in order to benefit from the valuable suggestions and experience of TBL, this paper is composed of six parts. Part one gives a brief introduction of the research topic and outline of the whole thesis. Part two offers a literature review about TBLT that provides theoretical support for the paper. Part three introduces the principles in design and implementation of tasks, which are guiding rules for English reading teaching. Part four presents the samples, which give some tasks to show how to apply TBL to English reading teaching in senior high school. Part five concerns on the analysis of application of TBLT in English Reading and gives some suggestions. Part six draws a conclusion to the whole thesis.