[优秀毕业设计精品]基于任务型英语教学的实验研究

硕士学位论文专业学位论文题目基于任务型英语教学的实验研究ANEXPERIMENTALSTUDYONTASKBASEDENGLISHTEACHINGINVOCATIONALHIGHSCHOOLS作者姓名指导教师_学科专业教育硕士学科教学（英语）所在学院外国语言文化与国际交流学院提交日期2007420TABLEOFCONTENTSACKNOWLEDGEMENTSIIIABSTRACTIV摘要VICHAPTER1INTRODUCTION111RESEARCHBACKGROUND112COMPARISONBETWEENTRADITIONALSYLLABUSANDTASKBASEDSYLLABUS313SIGNIFICANCEOFADVOCATINGTASKBASEDLEARNINGTBL314STRUCTUREOFTHETHESIS5CHAPTER2LITERATUREREVIEW621TASKBASEDLEARNING/TEACHING6211DEFINITIONOFTASK6212COMPONENTSOFTASKS9213GOODLEARNINGTASKS10214PRINCIPLESANDCHARACTERISTICSOFTASKBASEDLEARNING/TEACHING112141CHARACTERISTICSOFTASKS112142FEATURESOFTBL122143PRINCIPLESOFDESIGNINGTASKS1322TEACHERSROLESINTBL15221CONTROLLER15222ASSESSOR16223ORGANIZER16224PROMPTER17225PARTICIPANT17226RESOURCEPROVIDER1823THEORETICALBASISOFTASKBASEDLANGUAGELEARNING18231LANGUAGEACQUISITIONTHEORY20232SOCIALCONSTRUCTIVISM20233CURRICULUMDEVELOPMENTTHEORY2124WILLIS1996SMODELOFTBL2225THEPRESENTMODEL23CHAPTER3METHODOLOGY2631RESEARCHQUESTIONS2632PARTICIPANTS2633RESEARCHINSTRUMENTS2734PROCEDURES28CHAPTER4RESULTSANDDISCUSSION3341RESULTS33411EXPERIMENTALDATAANALYSIS33412RESULTSOFTHEQUESTIONNAIRE34413RESULTSOFTHEINTERVIEW3642DISCUSSION38421TBLANDSTUDENTSMOTIVATION38422TBLANDSTUDENTSSELFCONFIDENCE39423TBLANDSTUDENTSLEARNINGABILITY39CHAPTER5CONCLUSION4351RESEARCHFINDINGS4352IMPLICATIONSFORTBLINTEACHINGENGLISH4353LIMITATIONSOFTHESTUDY4454CONCLUDINGREMARKS45BIBLIOGRAPHY46APPENDIXITASKBASEDLEARNINGOFENGLISHQUESTIONNAIRE49APPENDIXIITHEPOSTTESTEXAMINATIONPAPER50ACKNOWLEDGEMENTSIAMGREATLYINDEBTEDTOMYSUPERVISOR,PROFMABOSEN,FORHISVALUABLESUGGESTIONSANDASSISTANCEINWRITINGTHISTHESISTHANKSALSOGOTOALLMYTEACHERSDRWUZONGJIE,PROFZHANGJIANMIN,PROFDINGJIANMING,DRHEHUIBIN,MRCHENGGANGANDMRSUIHONGSEN,FORTHEIREFFECTIVEINSTRUCTIONONHOWTOENGAGEINRESEARCHANDWRITEACADEMICARTICLESIALSOWISHTOEXTENDMYTHANKSTOTHELIBRARYASSISTANTSWHOSUPPLIEDMEWITHREFERENCEMATERIALSOFGREATVALUEMYGRATITUDEALSOGOESTOMYFRIEND,GEORGEWILSONANDMARGARET,ACOUPLEOFAUSTRALIANTEACHERS,FORTHEIRKINDNESSOFGIVINGMESOMESUGGESTIONSANDCORRECTINGMYRESEARCHPAPERIALSOWANTTOTHANKMYCOLLEAGUES,ESPECIALLYMRTANGLIANGBINANDMRZHANGJIANMIN,FORTHEIRPROMPTHELPWITHMYSTATISTICSANALYSISUSINGSPSS10WHENIWASINTROUBLEINADDITION,IWOULDLIKETOEXPRESSMYGRATITUDETOALLTHEPARTICIPANTSDURINGTHECOURSEOFTHERESEARCHTHESEEITHTYEIGHTSTUDENTS,WHOAREFROMDIFFERENTPARTSOFFUYANG,AREALLENTHUSIASTICANDTRUSTWORTHYFINALLYIWOULDLIKETOTAKETHISOPPORTUNITYTOTHANKMYHUSBANDANDMYPARENTS,ANDMYLITTLESON,FORTHEIRCONTINUEDPATIENCEANDLOVINGSUPPORTABSTRACTSINCETHEINNOVATIONOFTHEENGLISHTEACHINGINCHINA,TEACHERSOFENGLISHHAVEBEENEXPOSEDTODIFFERENTTEACHINGSTYLESTHETEXTBOOKSHAVEBEENCHANGEDSEVERALTIMESANDTHETEACHINGMETHODSHAVEALSOALTEREDINORDERTOAVOIDCONFUSIONBROUGHTABOUTBYIMPLEMENTATIONOFTHENEWPOLICY,CHINASNEWREVISEDCURRICULUMFORMIDDLESCHOOLSEXPLICITLYSTIPULATESTHAT“TASKBASEDLANGUAGELEARNING”APPROACHSHOULDBEADVOCATEDTODEVELOPSTUDENTSCOMPREHENSIVEABILITIESINUSINGALANGUAGETHEEMPHASISONTASKBASEDLANGUAGELEARNINGISFOUNDNOTONLYINCHINABUTALSOINSOMEOTHERCOUNTRIESANDREGIONS,SUCHASTHEUSA,CANADA,SINGAPORE,HONGKONGANDSOONUPTOTHEPRESENT,MANYPROBLEMSSTILLEXISTINTHETEACHINGOFENGLISHINVOCATIONALSCHOOLSONEOFTHEMAINPROBLEMSISTHATMOSTOFTHETEACHERSARESTILLUSINGTRADITIONALMETHODS,SUCHASDRILLANDREPETITION,LEARNINGWORDLISTS,CHORALRESPONSEETCTOTEACHSTUDENTSTHELANGUAGEPOINTSANDEXPRESSIONSBECAUSETHEYWANTTOINCREASETHESTUDENTSSTOREOFLANGUAGEASARESULT,STUDENTSFINDTHELESSONSBORINGANDCONSEQUENTLYTHEYHAVELITTLEINTERESTINLEARNINGENGLISHTHISPAPERPROPOSESATASKBASEDLEARNINGTBLMODELBASEDONJANEWILLIS1996FRAMEWORKITCANBETHEORETICALLYEXPLAINEDFROMTHEPERSPECTIVESOFLANGUAGEACQUISITIONTHEORY,SOCIALCONSTRUCTIVISM,ANDCURRICULUMDEVELOPMENTTHEORYACCORDINGTOLANGUAGEACQUISITIONTHEORY,LEARNERSACTUALLYNEEDOPPORTUNITIESTOPRACTICELANGUAGEINDIFFERENTCONTEXTS,THEYALSONEEDTOUSETHESEESTABLISHEDEXPRESSIONSINDIFFERENTSITUATIONSANDSETTINGS,SOTHATTHEIROWNLANGUAGESYSTEMCANBEDEVELOPEDSOCIALCONSTRUCTIVISTSREGARDLEARNINGASASOCIALANDCOLLABORATIVEPROCESSCURRICULUMTHEORYEMPHASIZESTHEINTERDEPENDENCEOFKNOWLEDGEANDVALUESANDSTRESSESTHEIMPORTANCEOFLEARNINGASASOCIALPROCESSALLTHESEAPPROACHESWEREPROPOSEDINTASKBASEDINSTRUCTIONTHELITERATUREREVIEWSHOWSTHATALTHOUGHTASKBASEDLEARNINGHASBEENADVOCATEDINACADEMICCIRCLES,THERELATIVERESEARCHONCLASSROOMRESEARCH,ESPECIALLYINVOCATIONALSCHOOLSAPPEARSVERYSPARSEINVIEWOFTHIS,THISPAPERCARRIEDOUTANEXPERIMENTALRESEARCHONTASKBASEDLEARNINGINVOCATIONALSCHOOLSTOESTABLISHWHETHERTBLHELPSTOBUILDUPTHESTUDENTSMOTIVATIONANDSELFCONFIDENCE,TOIMPROVETHESTUDENTSLEARNINGABILITY,ANDWHETHERTASKBASEDLEARNINGISEFFECTIVETHERESEARCHINSTRUMENTSADOPTEDINTHISPAPERWEREPRETEST/POSTTESTDESIGNWITHANEXPERIMENTALCLASSANDCONTROLCLASS,AQUESTIONNAIREANDANINTERVIEWAPRETESTWASGIVENTOTHESEVENCLASSESINSENIORGRADEONEINFUYANGTEACHERSTRAININGSCHOOLTHEN,TWOCLASSES,WHOSEENGLISHPROFICIENCYANDLISTENING,SPEAKING,READINGANDWRITINGEXHIBITEDNOSIGNIFICANTDIFFERENCE,WERECHOSENASTHEPARTICIPANTS,ONEASTHEEXPERIMENTALCLASSANDTHEOTHERASTHECONTROLCLASSTHESTUDYWASCONDUCTEDOVERASIXMONTHPERIOD,ANDATTHEENDOFIT,APOSTTESTWASHELDANDTHEOBSERVATIONWASAGAINMADETHEPOSTINDEPENDENTSAMPLESTTESTINDICATESGREATSIGNIFICANCEAPPEAREDINTHELEARNINGQUALITYBETWEENTHETWOCLASSESPAIREDSAMPLESTTESTPROVEDTHATTASKBASEDLEARNINGBROUGHTABOUTSIGNIFICANTCHANGESINTHESTUDENTSLISTENING,SPEAKING,READINGANDWRITINGINADDITION,THEQUESTIONNAIREANDTHEINTERVIEWSHOWEDTHATTHEPARTICIPANTSHOLDAPOSITIVEATTITUDETOWARDSTASKBASEDLEARNINGTHERESEARCHSUGGESTSTHATTBLISEFFECTIVEINAROUSINGSTUDENTSLEARNINGINTEREST,TOIMPROVESTUDENTSSELFCONFIDENCEANDLEARNINGABILITYBASEDONTHEFINDINGSOFTHISPROJECT,ITISWORTHEXTENDINGKEYWORDSTASKBASEDLEARNINGENGLISHTEACHINGVOCATIONALSCHOOL摘要自从我们国家实施新课改以来，教师和学生都经历了一轮又一轮的新课程改革，我们的教材也在逐步地改进和完善，英语教学也是如此。“任务型”教学TBL就是根据我国新形势下对英语的社会需求和英语学科在基础教育中的价值定位，汲取了国内外英语教育理论家的研究精髓的基础上提出来的。英语课程标准实验稿明确指出“倡导任务型的教学途径，培养学生综合语言运用能力”。目前，许多国家和地区，如美国、加拿大、新加坡、香港等地的教学大纲或课程标准都提出了“任务型语言学习的模式”。任务型教学的目的是G13485学生提G1391实G17353的G7438会，G17902G17819G16786G16757的任务G8975G2172G1363G1194们能在G2487G3848、G12520G3848上G2454G994G2052G11507实的以G5859G1053G13792G993是以形式G1038目的的语言实G19481G6817G13463G1055中。目前，在G13856G20652英语教学中，教师G18331用的G7380G1039要的教学G7053G8873G17836是以G16774G16311语言G11705G16794G9869G1038G1039的G1268G13491G7053G8873，导G14280学生对学习G13582G1059G1864G17271，学生的学习G6940G10587也G993G20652。G7424G7003G1328G13785根据JANEWILLIS的任务型教学理论G7706G7562，提出一G1022基G1122任务的G13856G20652英语教学模式。G17837一模式G2499从语言习G5483理论、社会G5326G7512理论以G2462课程G2469G4649理论等G16294G5242来G16311G18334和理G16311。语言习G5483理论G16760G1038，学习G13785实G19481上G993G1177需要G7389在G993G2528G5785G3671中G2465G3809实G17353的G7438会，G17836需要在G993G2528G5785G3671中G1363用G17837G1135G3278定的G15932G17810G7053式，从G13792G2469G4649自G5061的语言G13007G13491G727社会G5326G7512G1039G1053G13785G16760G1038，学习是一G1022社会G1144G1126的G17819程G727课程G2469G4649理论G2029G5390G16855G11705G16794和G1274理价值G1055G19400的G1863G13007，G5390G16855学习是一G1022社会G2282的G17819程。G6164G7389G17837G1135都是任务型教学理论G6164倡导的。G9994G13792G7003G10498综G17860G15932明，G15441G9994学G7427G11040提倡任务型教学，G1306是G19036对课G3542，G4600G1866是中G13856英语课G3542的G11468G1863研究G17836G5468G4581。G18504此，G7424G7003进G15904了一G20045基G1122任务的G13856G20652英语教学实验研究，目的在G1122G726G7828验G17837一教学模式是G2554G7389G2173G1122G9620G2469学生的学习G1864G17271、G3698G5390学生的学习自G1461G5527，能G2554G17878用G1122G13856G20652英语的教学，能G2554提G20652学生的学习G6940G10587。G1328G13785G18331用了G19394G2379G16855G7609G8873、G16787G16860G8873和实验G8873等多G12193研究G7053G8873，G18331用前G8991后G8991实验组和控制组的G7053G8873，尝试性地把任务型教学模式具体实施应用G2052了中G13856英语课程的教学中。实验前对富阳学院G20652一年级七G1022平G15904班的英语进G15904了前G8991，结果G15932明G1866中两G1022班级在英语总体水平和听、说、读、写上G993存在显著性差异，G2499以G1328G1038实验对象G726一G1022G1038实验班，一G1022G1038控制班。整G1022实验持续半年。后G8991独立样G7424TG7828验G15932明实验班和控制班的总分出现了极G1866显著的差异，配对样G7424TG7828验G15932明基G1122任务的学习模式G1363实验班的学生在听、说、读、写G7053面也产生了显著性差异。G19394G2379G16855G7609和G16787G16860G15932明G726实验班学生基G1122任务型学习模式对学习G2172G7438、学习自G1461G5527和学习能力等G7053面均持肯定态G5242。该实验G15932明基G1122任务的G13856G20652英语教学G7389G2173G1122G9620G2469学生的学习G1864G17271，G7389G2173G1122G3698G5390学生的学习自G1461G5527，G7389G2173G1122提G20652学生的学习能力和G6940果，值G5483我们推广。关键词英语教学G727任务型教学G727中等G13856业学校G727CHAPTER1INTRODUCTION11RESEARCHBACKGROUNDFORSEVERALDECADES,ENGLISHTEACHINGINCHINAHASBEENAIMEDATTEACHINGTOPASSEXAMSSTUDENTSWERETRAINEDTOREMEMBERTHEWORDSANDGRAMMARINORDERTOPARTICIPATESUCCESSFULLYINTHEEXAMSUNDERTHISTEACHINGSITUATION,SOMESTUDENTSMIGHTWRITEENGLISHPERFECTLY,BUTMOSTOFTHESTUDENTSLISTENING,SPEAKINGANDREADINGSKILLSWERENOTWELLDEVELOPEDMANYEXCELLENTSTUDENTSCOULDGETVERYHIGHSCORESINGRADUATERECORDEXAMINATIONGRE,TESTOFENGLISHASAFOREIGNLANGUAGETOEFLANDINTERNATIONALENGLISHLANGUAGETESTINGSYSTEMIELTSBUTITWASSAIDTHATWHENTHESESTUDENTSWENTABROAD,THEYCOULDNTGETUSEDTOTHENEWENVIRONMENTTHEYCOULDNTCOMMUNICATEWITHTHENATIVEPEOPLEBECAUSETHEYCOULDNTEVENUNDERSTANDTHELANGUAGEALTHOUGHTHEYCOULDWRITEVERYWELLTHEIRENGLISHWASCALLED“DEAFANDMUTEENGLISH”BUTLANGUAGEISUSEDFORCOMMUNICATIONEDUCATORSINCHINAALSOSAWTHESHORTFALLSOTHEYBEGANTOFOCUSTHEIREFFORTSTOCHANGETHESITUATIONREFORMSOFENGLISHTEACHINGWERETHENPUTINTOPRACTICESINCETHEINNOVATIONOFTHEENGLISHTEACHINGINCHINA,TEACHERSOFENGLISHHAVEEXPERIENCEDDIFFERENTTEACHINGSTYLESTHETEXTBOOKSHAVEBEENCHANGEDSEVERALTIMESANDTHETEACHINGMETHODSAREALSODIFFERENTINORDERTOAVOIDCONFUSIONBROUGHTABOUTBYIMPLEMENTATIONOFTHENEWPOLICY,CHINASNEWREVISEDCURRICULUMFORMIDDLESCHOOLSEXPLICITLYSTIPULATESTHAT“TASKBASEDLANGUAGELEARNING”APPROACHSHOULDBEADVOCATEDTODEVELOPSTUDENTSCOMPREHENSIVEABILITIESINUSINGALANGUAGETHETEXTBOOKSNOWAIMATREALCOMMUNICATIONS,ANDTHEREAREMANYMORECHANCESFORSTUDENTSTOPRACTISEENGLISHINTHEFOURMACROSKILLSOFLISTENING,SPEAKING,READINGANDWRITINGTHROUGHTHISTYPEOFTEACHINGMODEL,CURRENTSTUDENTSSHOULDBEABLETOUSEENGLISHMUCHBETTERTHANTHOSEWHOSTUDIEDPREVIOUSLYBUTUPTOTHEPRESENT,THERESTILLEXISTNUMEROUSPROBLEMSINTHETEACHINGOFENGLISHINCHINESEVOCATIONALSCHOOLSITISTRUETHATMOSTOFTHEVOCATIONALSCHOOLSTUDENTSFAILEDTOBESELECTEDBYNORMALHIGHSCHOOLSMANYOFTHESESTUDENTSARENOTGOODATSTUDY,ESPECIALLYATENGLISHTHEYHAVEFEWENGLISHWORDS,THEYCANNOTUSEENGLISHTOEXPRESSIDEAS,THEYCANNOTUNDERSTANDWHATTHETEACHERSSAY,THEYCANNOTREADENGLISHANDWRITESOALLTHESEOFTENLEADTHEMTOTHEFAILUREINTHEIREXAMSTHISFAILURECREATESALOSSOFSELFESTEEMANDLESSMOTIVATIONTOLEARNTHELANGUAGEOFTENTHEYQUICKLYLOSEINTERESTINTHEIRSTUDYOFENGLISHSOMEOFTHEMEVENREFUSETOLEARNENGLISHANDTHISINFLUENCESTHEIRGENERALLEARNINGCONFIDENCEANDABILITYFACINGTHISTYPEOFSTUDENTS,MOSTOFTHETEACHERSINVOCATIONALSCHOOLSARESTILLUSINGTHETRADITIONALMETHODSTOTEACHTHEMTHELANGUAGEPOINTSANDEXPRESSIONSBECAUSETHEYWISHTOINCREASETHESTUDENTSSTOREOFLANGUAGEASARESULT,THESTUDENTSBECOMEBOREDWITHTHELESSONSITISTHEREFORENECESSARYFORTHEENGLISHTEACHERSTOFINDANEFFICIENTWAYOFTEACHINGTOTRYTOCHANGETHISATTITUDEANDTHUSHELPTHESTUDENTSACCORDINGTOTHESYLLABUSFORSECONDARYVOCATIONALSCHOOLS,ENGLISHTEACHERSAREREQUIREDTOFOCUSONTHECULTIVATIONOFSTUDENTSCOMMUNICATIVEABILITYINENGLISHANDTHEIRINTERESTSINLEARNINGTHEDUTYOFENGLISHEDUCATION,ASTHECHINESEMINISTRYOFEDUCATIONHASSTATED,ISTOINSPIREANDFOSTERTHESTUDENTSINTERESTINLEARNINGHELPTHEMCLARIFYTHEAIMSOFENGLISHLEARNINGDEVELOPTHEIRABILITIESOFSELFLEARNINGANDCOOPERATIONFORMTHEIREFFECTIVEENGLISHLEARNINGSTRATEGIESANDDEVELOPTHEIRINTEGRATINGSKILLSOFUSINGENGLISHTHEREFORMOFTHENEWCURRICULUMADVOCATESUSINGTBLTASKBASEDLEARNINGTOHELPSTUDENTSWITHTHEIRENGLISHLEARNINGTHISAPPROACH,ASNOTEDINTHEENGLISHCURRICULUMFORSENIORMIDDLESCHOOLSTATEEDUCATIONCOMMISSION,2001,STATESCLEARLY“UNDERTEACHERSGUIDANCE,STUDENTSSHOULDACHIEVETHETASKGOALSANDEXPERIENCESUCCESSTHROUGHPERCEPTION,PRACTICE,PARTICIPATIONANDCOOPERATIONSCHOOLSSHOULDADJUSTSTUDENTSLEARNINGSTRATEGIESANDEMOTIONSINTHEPROCESSOFLEARNING,HELPTHEMFORMTHEACTIVELEARNINGATTITUDE,ANDIMPROVETHEIRLANGUAGECOMPETENCE”TASKBASEDAPPROACHHASBECOMEMOREANDMOREPOPULARSINCE1980STHECOREOFTBLIS“LEARNINGBYDOING”ASONEOFTHELATERDEVELOPMENTSOFTHECOMMUNICATIVEAPPROACH,ITPROPOSESTHATSTUDENTSLEARNTOUSEENGLISHBYFULFILLINGREALLIFETASKSTASKBASEDAPPROACHCANTHEREFOREBEUSEDASAGUIDELINEFORTHETEACHINGOFENGLISHINTHEVOCATIONALSCHOOLSASWILLBESEENCOMPLETINGATASKCANSTIMULATESTUDENTSLEARNINGDESIREFROMTHISPOINT,TBLALSOSUITSTHECHARACTERISTICSOFTHEVOCATIONALSCHOOLSTUDENTS12COMPARISONBETWEENTRADITIONALSYLLABUSANDTASKBASEDSYLLABUSITISWELLKNOWNTHATTHETRADITIONALSYLLABUSES,BASEDONTHEHYPOTHESESTHATTHEREISANCORRELATIONBETWEENWHATISTAUGHTANDWHATISLEARNED,ALWAYSFOCUSONTHEENDPRODUCTSORRESULTSOFTHETEACHINGPROCESSSO,ITISALWAYSTEACHERCENTEREDLANGUAGETEACHINGAIMSTOENGAGETHELEARNERSINMASTERINGTHEKNOWLEDGEOFTHETARGETLANGUAGERATHERTHANTHELANGUAGEITSELFANDTRADITIONALSYLLABUSESPLACEEMPHASISONTHEFORMSOFTHELANGUAGE,FOREXAMPLE,TOLEARNTHEGRAMMARANDSENTENCESTRUCTURESASARESULTTHEGRADINGANDSEQUENCINGOFTHESYLLABUSITEMSAREUSUALLYCARRIEDOUTACCORDINGTOLINGUISTICPRINCIPLESHOWEVER,THETASKBASEDSYLLABUSFOCUSESONTHEPROCESSOFLEARNINGANDTHEEXPERIENCEINITSELFANDISCENTEREDINTHECONSTRUCTINGANDCOMMUNICATINGOFMEANINGSRATHERTHANTHEFORMSITFOCUSESONAROUSINGLEARNERSINTERESTSANDPARTICIPATIONINADDITION,THETASKSAREALWAYSSELECTED,GRADEDANDSEQUENCEDACCORDINGTOTHECOGNITIVEANDPERFORMANCEDEMANDSMADEUPONTHELEARNERSTHEREFORE,THELANGUAGETEACHINGOFTHETASKBASEDSYLLABUSALWAYSFOCUSESONTHESOLVINGOFPROBLEMSCONNECTEDWITHTHELEARNERSREALLIFE,LEARNINGEXPERIENCEANDSOCIETYTHUS,LEARNERSAREALWAYSTHEDOMINANTSOFTHELANGUAGECLASSROOMIEITTENDSTOBEMORESTUDENTCENTRED13SIGNIFICANCEOFADVOCATINGTASKBASEDLEARNINGTBLASSCHOOLEDUCATIONISBEINGREFORMEDANDRECEIVINGMOREATTENTION,THEQUALITYOFEDUCATIONISBEINGEMPHASIZEDRATHERTHANANEMPHASISONTESTSEXPOSINGSTUDENTSTOANDEDUCATINGTHEMINAWIDERANGEOFREALLIFECONTEXTSANDBYTHEUSEOFRELEVANTPEDAGOGICALACTIVITIESSUCHASGROUPWORKANDDISCUSSIONTASKBASEDLANGUAGETEACHING/LEARNINGTBLORTBLTAPPROACHHASBEENADVOCATEDTODEVELOPSTUDENTSCOMPREHENSIVEABILITIESOFUSINGALANGUAGETHEEMPHASISONTBLISREFLECTEDNOTONLYINCHINABUTALSOINSOMEOTHERCOUNTRIESANDREGIONSSYLLABUSESANDCURRICULUMSINCLUDINGTHEUSA,CANADA,SINGAPORE,HONGKONGANDSOONITHASBEENPROVEDTHATTBLISANIMPORTANTANDUSEFULAPPROACHTODEVELOPANDIMPROVESTUDENTSCOMPREHENSIVEABILITIESOFUSINGAFOREIGNLANGUAGEGAOGE,ETAL2001LUZIWEN,2002LULI,2002LIAOXIAOQING,2001ETCTHECOREOFTBLIS“LEARNINGBYDOING”THEPRESENTSITUATIONOFVOCATIONALSTUDENTSSHOWSTHATINGENERALTHEIRENGLISHISVERYPOORTHEYHAVEFEWENGLISHWORDSTHEYCANNOTUNDERSTANDWHATTHETEACHERSSAYTHEYCANNOTUSEENGLISHSENTENCESTOEXPRESSIDEASNORTOWRITETHEYEVENCANNOTREADANDWRITEENGLISHANDTHEYOFTENGETPOORRESULTSINTHEIREXAMSTHEIREXPERIENCEOFFAILUREINLEARNINGENGLISHCAUSESTHEMTOLOSEMOTIVATIONINLEARNINGANDTHISALSOINFLUENCESTHEIRINTEREST,CONFIDENCEANDLEARNINGABILITYFACINGTHISTYPEOFSTUDENTS,TEACHERSNEEDTOFINDANEFFICIENTWAYTOHELPTRYTOCHANGETHEIRATTITUDEHOWCANTEACHERSENCOURAGETHEMTOCOMMUNICATEINENGLISHTOCOMPLETEASPECIFICTASKORSOLVEAPROBLEMUNFORTUNATELY,MANYTEACHERSSTILLTHINKTHAT“LEARNINGBYDOING”DOESNOTSUITVOCATIONALSTUDENTSBECAUSEOFTHEIRLIMITEDENGLISHRATHER,THEYBELIEVE“LEARNINGBEFOREDOING”ISABETTERWAYCANTBLBEFEASIBLEINVOCATIONALENGLISHTEACHINGDOESTASKBASEDLEARNINGOFENGLISHHELPTOAROUSESTUDENTSINTERESTANDBUILDUPTHEIRSELFCONFIDENCEINLEARNINGENGLISHDOESTASKBASEDLEARNINGIMPROVESTUDENTSLEARNINGABILITYWHATWILLTHERESULTSBETHESEQUESTIONSHIGHLIGHTAREALNEEDFORRESEARCHINTHISAREAINCONSIDERATIONOFTHEABOVE,THISPAPEROFFERSATASKBASEDTEACHINGMODELINAVOCATIONALSCHOOLBYUSINGOFWHICH,THESTUDENTSWILLBEOFFEREDANOPPORTUNITYTOSHARETHEIREXPERIENCESANDCOLLABORATEWITHPEERSDURINGTHEPROCESSOFLEARNINGTHISMETHODOLOGYISHELPFULTOIMPROVESTUDENTSCONFIDENCEINLEARNINGENGLISHANADDITIONALFACTORISTHATMOSTOFTHOSEWHOARENOWVOCATIONALSCHOOLSTUDENTSMAYHAVEBEENNEGLECTEDINENGLISHCLASSWHENTHEYWEREINJUNIORMIDDLESCHOOLS,THEYMAYHAVELACKEDTHESENSEOFLEARNINGRESPONSIBILITYANDAUTONOMY,WHICHISCRITICALTOLANGUAGELEARNINGTASKBASEDLEARNINGCHANGESTHECLASSROOMROLEOFSTUDENTSINTHATTHEYBECOMETHEFOCUSOFTHECLASSANDTHELESSONEACHSTUDENTISTHEMASTER,ANDTHEYARECOLLECTIVELYTHEFOCUSOFTHELESSONTHEYHAVETHEOPPORTUNITYTOPARTICIPATEINMANY,VARIEDACTIVITIESINCLASSSOMEOFWHICHMAYBEEXTENDEDTOINCLUDEAFTERCLASSSITUATIONSTHEYWILLACQUIREKNOWLEDGEACTIVELYANDBECOMETHEOWNEROFTHEIROWNLEARNINGINTHESETTINGOFTBL14STRUCTUREOFTHETHESISTHISTHESISPAPERCONSISTSOFTHEFOLLOWINGPARTSCHAPTERONEINTRODUCESTHERESEARCHBACKGROUNDOFTHESTUDYANDITSSIGNIFICANCECHAPTERTWOISTHELITERATUREREVIEWWHICHINTRODUCESTHEMAINASPECTSOFTASKBASEDLEARNING/TEACHING,INCLUDINGTHEDIFFERENTDEFINITIONSOFTASKS,CHARACTERISTICSOFTASKSANDTHEORETICALBASISOFTASKBASEDLANGUAGELEARNINGETCINCHAPTERTHREE,ITINTRODUCESOFTHEPRESENTEXPERIMENTALSTUDYWHICHCONTAINSTHESTUDYINSTRUMENTSANDTHESTUDYPROCEDURECHAPTERFOURANALYZESTHEDATAANDTHERESULTSINTHEEXPERIMENTALSTUDY,ANDDISCUSSESSTUDENTSMOTIVATION,SELFCONFIDENCEANDLEARNINGABILITIESCHAPTERFIVEISABRIEFCONCLUSIONONTHEPAPERANDTHESUGGESTIONSFORFURTHERSTUDYONTASKBASEDLEARNINGINVOCATIONALSCHOOLSCHAPTER2LITERATUREREVIEWTHISCHAPTERPRESENTSANOVERVIEWOFTASKBASEDLEARNING/TEACHINGANDTHEMAINSTUDYACHIEVEMENTSOFTBLPRODUCEDBYRESEARCHERSAMONGTHEM,WILLISSMODEL1996OFTBLISAPPROPRIATETOTHISSTUDYBASEDONIT,ANEWMODELOFTBLINVOCATIONALHIGHSCHOOLSISPROPOSED21TASKBASEDLEARNING/TEACHINGMUCHRESEARCHHASBEENCARRIEDOUTONTASKBASEDLEARNING/TEACHINGABROADRESEARCHERSEGLONG,1985RICHARDSETAL,1986NUNAN,2000WILLIS,1996SKEHAN,1998STUDIEDTHISAPPROACHFROMVARIOUSASPECTSINCLUDINGTHERATIONALE,GOALS,CHOICEOFTASKS,TEACHINGMODELS,ETCANDMANYTHEORIESREGARDINGTASKBASEDINSTRUCTIONAPPEAREDINCHINA,MOREANDMOREENGLISHTEACHERSANDRESEARCHERSHAVE,WITHTHEIMPLEMENTATIONOFTHENEWCURRICULUM,PARTICIPATEDINTHERESEARCHANDPRACTICEOFTASKBASEDLEARNING/TEACHINGEGLUZIWEN,2003GONGYAFU,ETAL,2003YUZEBIAO,2001YUANCHANGHUAN,2002XIEHUI,ETAL,2002ZENGWENXIONG,2002ZHUMING,ETAL,2002DINGAIQIN,2002THESERESEARCHERSBELIEVETHATTASKBASEDLEARNING/TEACHINGCANBEEFFECTIVEHOWEVER,FEWOFTHEMDEVOTEDTHEIRRESEARCHTOTHEAREAOFVOCATIONALSCHOOLENGLISHTEACHING211DEFINITIONOFTASKTHELANDSCAPEOFSECONDANDFOREIGNLANGUAGEINSTRUCTIONHASTRANSFORMEDITSELFSINCETHE1970SUNDERTHEINFLUENCEOFTHESOCIOLINGUISTICTHEORYOFCOMMUNICATIVECOMPETENCEHYMES,1971ANDTHEPSYCHOLINGUISTICTHEORYOFNATURALSECONDLANGUAGEACQUISITIONKRASHEN,1982ANDOTHERTHEORISTSTHESETHEORIESHAVEGENERATEDAWIDESPREADBELIEFINTHENECESSITYOFLEARNERSEXPOSURETO“AUTHENTIC”OR“NATURAL”LANGUAGEINTHEPROCESSOFACQUISITIONANDHAVEENCOURAGEDAFOCUSONMEANINGANDPURPOSE,WHICHISVIEWEDASTHEESSENCEOFAUTHENTICITYANDNATURALNESS,RATHERTHANFORMACCORDINGLY,THEMAXIMIZATIONOFOPPORTUNITIESFORLEARNERSTOENGAGEINCLOSETOREALLIFE