3。1 Problems existing in English Listening and Speaking Class 11

3。2 Solutions to the existing problems 12

References 14

The Application of Task-Based Approach in the English Listening and Speaking Class in Primary School

Charter One Introduction

1。1 Background

In the primary school English teaching, listening and speaking are becoming more and more important。 Although some changes have happened, most teachers still use the traditional grammar and translation teaching method, which concentrates more on the language points, forms, practices and analysis of the language structures。 Therefore, the effects of primary school listening and speaking are not going as expected。 In the traditional English teaching, the teacher will dominate the whole class, so students may lack the opportunity to think positively, and they learn knowledge passively。 Students can only learn and remember words and phrases, but have few chances to open their mouth and take part in the activities。 So for most students, they lack positive attitudes and motivation in English listening and speaking。 The traditional teaching method attaches much importance to the language teaching, but fails to consider the social background and cultivate students’ communication abilities。 If it continues this way, although students may master lots of vocabulary, they still do not know how to use, listen and speak, which may cause the phenomenon of “dumb English”。论文网

Nowadays, with the promotion of new course reform, more and more teachers are aware of the restriction of teacher-centered method, so they start to pay more attention to the teaching and learning methods and tactics。 And task-based approach is recognized as the most effective way to cultivate students’ listening and speaking abilities by now。 

1。2 Definition of task-based approach

By organizing a variety of tasks in real language environment, task-based approach aims at motivating students’ interest and curiosity。 It means teachers are expected to set a specific task according to the language environment, where students can communicate with each other in English during the process of finishing the task。 For students, motivated by the specific task, the process of finishing the task,and the task results will be the teaching achievements。 In the process of finishing the task or in the situation of solving some kind of problems, through the participation, experience, interaction, communication, cooperation, negotiation and other activities, learners’ ability of cognition, and target language resources are fully made use of, which is also in accordance with the teaching objectives of learning in doing and learning in using。 After finishing the communication tasks, students will pay more attention to the language accuracy and complexity besides the fluent expression, so it achieves a balance between the forms and meanings of language。 That’s a scientific teaching idea, and an effective foreign language teaching method, which is worthy to be promoted。文献综述

There are two very different theoretical kinds of task-based approach, which are  relevant to language pedagogy。 The first one can be referred to as the psycholinguistic perspective, or it can be seen as a cognitive approach, in which according to this perspective，tasks are viewed as devices that could provide learners with the data they need and the design of a task which is seen to potentially determine the kind of language and opportunities for learning rises。 The second theoretical kind of tasks is provided by social-cultural theory, which claims that participants co-construct the activity they engage in when performing a task, in accordance with their own sociability and goals, and therefore, it is difficult to make reliable predictions regarding the outcomes of language aquisition and its application。