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1、Practice Design for Developing Junior Students Communicative Competence with Task-based TeachingAbstractThe present study presents a detailed report of a project implemented to solve the problem that lots of students fail to use English correctly when expressing themselves freely. It is hypothesized
2、 that if Task-based Language Teaching Methodology is used in class, then the learners communicative competence will rise accordingly. This hypothesis is verified by a four-week practice of well-organized task-based teaching and learning activities.Methodologically, four methods are used, and they ar
3、e analytic method, cause analysis, questionnaire survey, and brainstorming activation. Main Heading of the Project Report1.Introduction12.Summary of the Preliminary Research12.1Problem identification12.2Problem analysis12.3Project Objective42.4Project Hypothesis42.5Possible Solutions42.6Project rati
4、onale:43.Full-Scaled Implementation of the Solutions73.1Through a step-by-step progression73.2Learning by doing. 83.3Building real-world settings do activities related to students personal lives.83.4Give the students positive task-based assessments.84. Research Design:85. Data Analysis126. Project E
5、valuation147. Problem Unsolved158.Conclusion15Bibliography17Appendix A Questionnaire One for Problem analysis17Appendix B A post-trial questionnaire19Appendix C The timetable of the project21Appendix D Teaching notes22Appendix E Teaching diaries23Process Report241. IntroductionI have been teaching E
6、nglish for ten years .Now Im teaching the students who are in their first year of a Junior Middle School. In my teaching, Ive found there are some problems. Many students have considerable difficulty while attempting to communicate in English, although some students can get higher grade.Now Ill fini
7、sh my study in ARTV University. I hope I can solve these problems that have troubled me through the research so that I can apply my knowledge and theory into practice, which I learned from ARTV University.2. Summary of the Preliminary ResearchThis part of my study was conducted during Sept.1Oct.5, 2
8、008.2.1 Problem identificationThe problem I have in my teaching is that lots of students fail to use English correctly when expressing themselves freely, which they lack second language acquisition. In other words, students communicative competence is very poor. 2.2 Problem analysis In my teaching,
9、the problem identified was really a serious problem. My preliminary research confirmed that there were 3 main reasons.Firstly, traditional approach is mainly used in the teaching, although Task-based Language Teaching Methodology is promoted in the New Strategies of China. In class I just pay attent
10、ion to grammar and structure of English, but ignore communicative activities. Secondly, the teaching is teacher-centered and like a duck-feeding process. The activities are always controlled ones. The activities are always controlled ones. The students are occupied in listening to me, taking notes,
11、responding to my questions. They are quite passive and behave like an audience.Lastly, the students lack confidence. Its difficult for them to learn English. There is few real-world language environments to use English .They only regard English as knowledge which they must pass an exam instead of a
12、mean of communication.2.2.1 Analytic methodMany of my students cant express themselves freely in English and they lack communicative competence. They always make errors at meaning or form even if they know grammar points. The problem made me think of the other side of the issue: a few top students d
13、o well in listening and speaking. This made me think of these:Why most dont, while a few do?Who are they?Moreover, “My students” are in contrast with “My colleagues students”, this prompted me to make a chain of reflections. What about some of my colleagues students? Is it also the case that they ca
14、nt express themselves freely in English ?On the other hand , if they are good at communicating in English ,then my problem is actually caused by me myself ,not by my students. Perhaps my lesson plan is poorly designed or my teaching approach is inefficient.Through the above analysis I realized that
15、my problem is probably caused by my teaching technique.2.2.2 Cause analysisI considered my problem from the teachers side, the students side, and the class size side. In this situation, I asked myself a series of questions and tried to provide some answers to them. In order to know more about this problem, I designed a cause exploration procedure like this: The teachers side - that is me myself Is it because the teaching step is poorly designed?Yes Is it because my teaching approaches arent keeping up with the times? Yes Is it because that I do
