Abstract The task-based language teaching (TBLT) that emphasizes "learning by doing" is a new approach starting from the 1980s。 In TBLT, task serves as a language learning media。 Teachers designed a series of tasks and encourage students to use the target language to complete the tasks by cooperating with their classmates。 Today, many educators and scholars are calling for the adoption of this approach in primary, secondary and University education。 In this case, the author attempts to find out whether this method can stimulate the students' interest more than the traditional teaching methods。81453

This paper takes the theory of Second Language Acquisition Theory and Humanistic Learning Theory as the theoretical basis and studies the application of Task-based Language Teaching to oral English teaching in junior high school。 The author will apply TBLT to the experimental class to teach oral English for three weeks。 At the beginning of the experiment, the students of the experimental class are asked to take part in the questionnaire and pre-test , which aims to learn students' attitude, interests,self-confidence and level of oral English。 The results of the pre-test indicated that most of the students have a high passion to learn oral English and most of them are willing to speak out in oral English class but they have few opportunity to speak English in class because the oral English class is always teacher-centered。 At the end of the research, students are also involved in a post-test 。 The results showed that Task-based English Teaching is obviously superior to traditional teaching method。

The author achieved anticipated goals。 First, TBLT can improve students' communicative skills。 Second, TBLT make students have further understanding for the foreign language they are learning。 Third, TBLT is more student-centered and students are more likely to be participated so that students have more motivation for English learning。

There are some limitations in the study, such as limited time and few participants。 But it is assumed that the study may provide a truthful description of TBLT in oral English in junior school。

Key Words: Task-based Language teaching, oral English teaching, junior school, adoption

摘要任务型语言教学是20世纪80年代兴起的一种强调“做中学”的语言教学新方法。在任务型语言教学中，老师设计一些任务来激励学生在目标语中与同学合作来完成任务。任务在当中充当语言学习的媒介。近这些年来，许多教育工作者和学者呼吁在小学，中学和大学生的英语口语教学中采用这种方法来培养学生的口语表达能力。为了检验任务型教学能否有效地提高学生的英语学习兴趣和英语口语水平，作者把任务型教学法带到了初中口语课堂。

本文以第二语言习得理论和人本zhuyi学习理论为理论基础，应用任务型教学法对实验班进行为期三周的口语教学。为了了解学生的态度，兴趣，自信息和英语口语水平，在实验开始前，该班学生被要求参加问卷调查和口语测试。结果表明，学生对英语学习很有激情并且在课堂上愿意开口讲英语但是现阶段初中英语课堂上学生练英语口语的机会不多。试验后对学生进行第二次口语测试，结果可以得到的结论是任务型英语教学法比传统教学模式对学生的英语口语学习更有帮助。

作者通过研究达到了预期的目标，取得了以下结论：第一，任务型教学方法有助于提高学生的交际能力，激发学生的自信心，帮助学生树立积极的学习态度。第二，任务型教学方法可以使学生充分理解他们所学的语言。第三，任务型教学方法以学生为中心，使学生更容易参与到课堂中，进一步激发他们学习语言的动力。

由于研究时间有限、研究对象少而范围窄等因素导致很难确保本研究数据分析的准确性。但本研究可以为初中英语口语教学提供一种真实的描述。