用任务型教学法分析小学英语口语教学

VIIIntroductionResearchBackgroundWiththeadvancementofeconomicglobalizationandtheenhancementofthecomprehensivestrengthoftheChinesenation,improvingtheiroralEnglishabilityhasbecomeabasicqualitythatanewgenerationofcitizensmusthave.Englishisacommunicativelanguage,thelanguageinputandoutputshouldbekeptinproportion.Modernchildpsychologyresearchshowsthat6-12yearsoldareinacriticalperiodoflanguagedevelopment.Aftertheageof10to12，theneuraldivisionofthebrainisgraduallyspecificandentersthelearningstage,andthelanguagelearningeffectbeginstoshowasloweffect.Itisworthnotingthatprimaryschoolisacriticalperiodforlanguagelearning.Therefore,theimportanceoforalEnglishteachinginprimaryschoolshasbecomeincreasinglyprominent.Thetraditionalteachingmodeisteacher-ledmechanicallearning.Underthetraditionalteachingmethod,teacherscanmastertheteachingcontent,methodandprogressofclassroomlearningflexibly.Studentshavelearnedthebasicknowledgewell,butneglectedthecultivationofcommunicationskills,resultingintheirlowcommunicationskills.OralexpressionabilityliesnotonlyinthemasteryofEnglish,butalsointhepracticaluseofthelanguage.ChenYing(2021)proposedthroughexperimentsthatinordertoimprovestudents’communicationability,itisnecessarytopayattentiontostudents’oralEnglishability.Task-basedteachingcanimprovestudents’oralEnglishbetter.ResearchSignificanceTBLToriginatedinthe1980sandwasintroducedtoChinathroughresearchbyforeignscholarswithastrongbackground.Withsufficientresearchbackgroundandresearchspace.In1979,Plabe(N.S.Prabhu)conductedtheBangaloreProjectinprimaryschoolsinsouthernIndia.Duringtheteachingprocess,Prabhudesignedavarietyofteachingactivities.Heproposedthatstudentshavebestlearningwhentheyfocusontheteachingtasksdesignedbytheteacher.Andbelievedthatlanguageacquisitionisacumulativeprocess.Onlyafterrepeatedlycontactingthelanguageindifferentlanguagesituationscanwegraduallyacquirelanguageanddeveloplanguageability.TBLTattachesgreatimportancetotheacquisitionofknowledgeandlanguageskills.IntroducingTBLTintooralEnglishteachinginprimaryschoolscanhelpstudentsmastertheteachingcontent,improvestudents’autonomouslearningability,promoteexplorationandcooperationinlearning,andultimatelyimprovestudents'comprehensivelanguageapplicationability.Ontheotherhand,ithelpsstudentsoptimizethelearningpathandstrategyofcooperativelearning,promotesthecombinationoftheoryandpractice.Moreimportantly,ithelpsteacherstochangetheteachingpathandpromotetheintegratedlanguageuseprocessofstudentstocompletethetask.In2024,Englishtextbooksforprimaryandsecondaryschoolsacrossthecountrywillberevisedtofocusontheuseofsentences.Formanynoviceteachers,usinglanguagelearningtaskscanbedifficultandcanbeuncomfortable,soitisimportanttointroduceappropriateteachingmethodsintotheteachingprocess.LiteratureReviewTasks-basedLanguageTeachingTask-basedLanguageTeachingisastudent-centeredapproachinwhichlearnersmasteralanguagebycompletingreal-worldtasks.Itemphasizesshiftingthefocusfromroteteachingtointeractive,goal-orientedactivitiessuchascommunication,negotiationandcooperation.Thereisagreaterfocusonlearningbydoing,improvingspokenlanguageproficiencybymakinglanguageuseauthentic,motivatingandfocusingonpracticalresultsratherthanjustscores.InprimaryEnglisheducation,thisapproachcombinestheorywithpracticetoimprovelanguageskillsandengagementthroughcontextualized,task-drivenexercises.TheoreticalBasisSecondlanguageacquisition(SLA)istheprocessoflearninganon-nativelanguageaftermasteringthenativelanguage,includingbothconsciousandnaturalacquisition(Krashen,1982).TBLTembodiesthedualityofSLAbybalancinggrammaticalruleswithcommunicativetasks.Chomsk’suniversalgrammartheorypointsoutthatTBLTmakesacustomcombinationofparametersthroughmeaningfulinput.Learnersadjustthelanguagerulesaccordingtothecontext.Theinputhypothesis(Krashen)emphasizesthatcomprehensibleinputcanpromotemeaningfulacquisition,andTBLTimplementsthisprinciplebydesigningtaskmaterial(e.g.,conversations,stories)thatmatchesthelearner’slearninglevel.Lang’sinteractionhypothesisforceslearnerstorecognizeandadjustlanguageusebyemphasizingactivitiessuchasroleplayingorproblemsolving.Swain’soutputhypothesispusheslearnerstodevelopaccuracyandfluencythroughfeedbackbyemphasizingtask-drivenoutputs(e.g.,speech,debate).Vygotsky’sZoneofProximalDevelopment(ZPD)emphasizeslearningplatforms,whereteachersdesigntasksslightlyabovethelearner’scurrentabilitytoguidethemtothenextleveloflearningthroughinteraction(forexample,inpeer-supportedgroupdiscussions)andimprovespeakingskills).2.3SLAandInputInteractionHypothesisAppliedinEnglishOralTeachingTBLThascomealongwaysinceitwasintroducedintoChinaattheendofthe19thcentury.Anumberofscholarsaroundtheworldcontinuetoimproveitstheoreticalframeworkandpracticalapplication.ItisbasedontheSLAandinputinteraction,emphasizesmeaningfulcommunicationthroughindependentlanguageforms.Krashen’scomprehensibleInput(i+1)principleandLong’sinteractionhypothesisemphasizethatlanguageacquisitionismoreefficientwhenlearnersengageinmeaningfulinteractions(Prabhu,1980).Willis’(1996)three-stagemodel(pre-task,taskcycle,languagefocus)fullyappliestheseteachingprinciplesbysystematicallydesigningcurriculumtodetermineteachingobjectives.Nubia’s(2016)studyofColombianadolescentsshowedthatthefrequencyandmotivationofstudents’verbalinteractionswasenhancedthroughproblem-solvingtasks,whileCordobaZuniga(2018)foundthatlisteningtasksstimulatedcreativereflectionandengagementinstudents.Thesefindingssuggestthattheoutputofrealtasks(Swain,1985)enhanceslanguageinternalization.InprimaryschoolEnglishclasses,TBLTisbasedonlearners’ZPD(Vygotsky)theoryandintegratesknowledgeconstructionmethodsbydesigningreal-worldtasks(suchasroleplaying,informationgap,etc.).Teachersactasmentors,facilitatingstudents’languageacquisitionthroughpeercollaborationandcorrectivefeedbackashiftfromthetraditional3Pmodel.Thiscombinationofsecondlanguageacquisitiontheoryandtask-basedteachingpracticeprovidesapowerfulplatformforlearners’communicativecompetencedevelopment.ResearchatHome：CombiningTheoryandPractice2.4.1HistoricalDevelopmentTheEnglishcurriculumreformin1996wasofficiallyintroducedintoChina,markingthefirsttimethatTBLTwasofficiallyrecognizedasthemainteachingmethodofESLeducationinChina(HongKongEducationDepartment,1996).In2001,TBLTwaswidelyusedinChina.EastChinaNormalUniversityisthefirstuniversitytodefineTBLTas“student-centeredapproachinwhichlearnersbuildknowledgethroughpracticaltasks”(SchoolofCurriculumStudies,ECNU).2.4.2ApplicationofSLAinEnglishOralteachingChengXiaotangandotherscombinedKrashe’si+1principlewithLong’sinteractionhypothesistodevelopathree-stagemodel(Input-Practice-Output)thatemphasizesteaching.Inputstage:multimediaandotherteachingmethodsasmeaningfulinputInteractivetasks:simulatetherealworldformeaningfulinteractionOutputstage:taskdemonstrationFangWenli(2003)introducedWillis’basicframework,emphasizeditsattentiontoform,meaning,andfunctionandbelieveditovercamethelimitationsofthetraditional“3P”(presentation-practice-production)model.BasedonVygotsky’stheoryoftheZPD,scholarshavemadethefollowingdiscoveries:Study(year）SampleKeyfindingsSLACorrelationMiZhang.(2020)120primarystudents34%improvementinoralfluencyOutputhypothesisverificationWangJia(2020)8Shanghaischools27%highertaskengagementMotivationaltheoryalignmentYangLifang(2021)KindergartencohortAwarenessofearlylearningbeforeformalsecondlanguageacquisitionCriticalperiodimplicationsNotableresults:SongBingxia(2019)conductedaquestionnairesurveyinhighschoolandfoundthatmoststudentsexpressedlessbecausetheywerescaredandpassiveinclass,buttheTBLTimprovedthiswell.HeXuan(2013),ZhouZhen(2016),ChangLanhua(2017),XueXiaoying(2021)andotherscholarsconductedTBLTteachingexperimentsinhighschoolEnglish,collegevocationalEnglishandjuniorhighschoolEnglishwritingandtheresultsshowedthatstudents’self-confidence,writingskillsandabilitylearningmotivationweresignificantlyenhanced.AlthoughtheapplicationofTBLTineducationinChinahasagoodeffect,ZhaoMa(2018)foundthatduetotheemphasisplacedonlanguageteachinginruralschoolsandthelimitationoftaskcreativityimposedbystandardizedtests,theefficiencyoforalEnglishteachinginmanyruralprimaryschoolsislow.TheChinesestudyconfirmsthepracticaladvantagesofTBLTinpromotingactivelearning,oralproficiencyandstudentengagement,makingitacomplementaryteachingmethodtotraditionalpedagogy.Inthefutureteaching,theapplicationeffectofTBLTcanbesystematicallyexploredbycombiningspecificteachingcaseswithTBLT.ResearchMethod3.1ResearchMethod3.1.1QuestionnaireInordertofurtherunderstandtheattitudesandinterestsofstudentsintwoclassesregardingspokenEnglishandtheeffectivenessofTBLT,twosurveyswereconductedamong79studentsfromClass1andClass3ofGrade6.Thepre-questionnaireistounderstandtheirwillingnesstolearnEnglish,frequencyoforalexpression,learninglevel,perceptionsbeforeimplementingTBLTandtheapplicabilityofTBLTinelementaryschooloralteaching.ThequestionnairewillalsocovertheirlearningexperiencesandwhethertheseexperienceshaveaffectedtheirconfidenceinspeakingEnglish.Inthelaterquestionnaire,itwillberelatedtothetransformationoftheteacherandthestudentaftertheTBLT(willingnesstolearn,learningperformance...).Theirperceptionoftheapplyoftask-basedteachingandtheiropinionshavehelpedtoincreasetheeffectivenessoforallanguagelearning.TheresultswerecategoricallyanalyzedfromthequestionnairetoillustratetheoveralleffectofTBLTonstudentlearningandsomeofitslimitations.3.1.2Pre-testandPost-testStudentsinbothclassesweretestedbeforeandaftertheoralEnglishclass.ThesewillbeusedtoinvestigatetheeffectivenessofTBLTinstudents’orallearning.Thepre-testdeterminesthestudent'soralability,performance,fluency,andconfidencefortheTBLT.Thepost-testiscomparedwiththepre-testtosummarizethechangesofthestudents.Thetestswillbedesignedtoincludelanguageuse,oralcommunication,andproblemsolving,sothatthetestscanmeasurethefactualeffectsoftheTBLTanddemonstratethedifferencethattheTBLTbringstothestudent.3.1.3InterviewInordertofurtherunderstandtheimpactofTBLTonoralEnglishteachinginprimaryschools,wewillinterviewtheEnglishteacher(MissLi)inClass1andClass3ofGrade6.TheinterviewdiscussedMs.L’sviewsonTBLT,herapplicationofTBLT,thebenefitsandchallengesofusingTBLT,andtheimpacthebelievesTBLThasonstudents.Theinterviewcontentwillbecombinedwiththepre-testandthespecificteachingimplementation.3.1.4TeachingImplementationMethodInordertofurtherexploretheapplicationeffectofTBLTinspecificteachingcases,thispaperwillimplementspecificteachingcases.Teachingcaseswillbeusedtoinvestigatestudents'learningperformanceinspecificteachingpractices,suchastaskcompletion,practicalexpression,andwillingnesstoworkingroups.Theanalysisoftheimplementationofinstructionaldesignwillanalyzethepromotioneffectofitsimplementationonstudentsinthreeaspectsoftask-basedpedagogy.3.2ResearchObjectThestudysitewasWenquanTownCentralPrimarySchool,whereEnglishlessonsbeganinthirdgradeandweretaughttwiceaweek.Thesubjectsofthisstudywere79studentsinClass1andClass3ofGrade6.StudentsinbothclassesconductresearchandbothuseTBLT.Thereare41studentsinclass1,ofwhich21areboysand20aregirls.Thereare38studentsinClass3,ofwhom19areboysand19aregirls.Themale-femaleratioiscloseto1:1toavoidpotentialinterferencewithlanguagelearningbygenderfactors(e.g.,menandwomenhavedifferentmemorystylesandlearningintensities).Thedifferencesbetweenthetwoclassesaresmall,andmoststudentsspeakatasimilarlevel.FromGrade3onwards,bothclassesusethesameEnglishtextbook(PEP)andteachingschedule,andaretaughtandpreparedbythesameteacher.3.3ResearchQuestionsWhatisthecurrentstatusoftheapplicationofTBLTintheEnglishspeakingclassofHotSpringTownCentralPrimarySchool?ThisquestionexploreshowTBLTisimplementedintheclassroom,howoftenitisusedthroughoutthecurriculum,andhowstudentsinteractwiththemethod.Theresearchwillalsobeabletoidentifytheteachingstrategiesusedtoenhancebuildinginstructionandtheireffectivenessinhelpingstudentsunderstandtherelationshipbetweenlanguageandoralpresentation.WhatistheimpactoftheTBLTmodelonstudents’oralEnglishlearning?Thisquestionfocusesonstudents’motivationtolearn:motivationtoparticipateinclass,continuityofthelearningprocessandwillingnesstocommunicate.Comparedwiththetraditional3Pteachingmethod,itshowsdifferencesinlanguageoutputandtheexertofcommunicativestrategies.WhatarethepracticalopportunitiesandchallengesfacedbyteachersintheprocessofimplementingTBLT?ThisquestionfocusesonwhetherteachersareabletoadapttoTBLTteaching,teachingbeliefchangeandclassroommanagement.Canitpayattentiontothedifferentlevelsofstudents’existingknowledgeanddifferentlearningstyles?Takethebalanceofclassperiodandteachingimplementation.ResearchDesign4.1Pre-QuestionnaireInthepre-questionnairephase,questionnairesweredistributedtoalltestsubjectstounderstandstudents’interestinlearningEnglishandtheirattitudestowardsEnglishteaching.Thequestionnaireaskedaboutstudents’currentwillingnesstolearnEnglishandtheirfamiliaritywithspokenlanguage.OtherquestionsexploredtheproblemsstudentsencounterwhilelearningEnglish,theirexistinglearningmethods,specificdifficultiestheyfaceduringlearning,andtheirgeneralattitudetowardsspokenlanguage.Theresultsofthequestionnairesurveywillbeusedtoestablishtrendsinstudentmotivation,preferences,andattitudes.ThiswillprovideafoundationforsubsequentteachingandlearningimplementationandrevealhowstudentsadapttoTBLT.ThequestionnairedatawillbeusedtodemonstratetheeffectivenessofTBLTbeforeandaftertheexperimentalphase.4.2Pre-testThepre-testisusedtomeasurethebasicinformationofstudents’oralexpression.Thetestwillincludeself-introduction,picturedescription,situationalquestions(Theteacherasksquestionsandthestudentsansweraccordingtotheteacher’squestions)andself-presentation(Choseapartenerandmakeaconversationaccordingthethemthatprovidedbyteacher）.Itaimstoforecaststudents’oralfluency,contentcompleteness,languageapplicationskillsandconfidence.Thetestresultswillbecomparedwiththosefromthesecondtesttoidentifyeachstudent’sstartingpointandobservetheirchangesduringthepost-testphase.Bothsubjectiveandobjective,thepretestmeasuresstudents’abilitytounderstandinputandmeaningfuloutput——theirverbalexpressionandabilitytoapplysentences.4.3TeachingPlanandAnalysisInordertofurtherexploretheapplicationeffectofTBLTinspecificteachingcases,thisstudydesignsateachingplanbasedonTBLTfortheUnit3ofthesixthgradetextbook“MyWeekendPlanPartB”,andanalyzestheeffectivenessoftheactivities,students’performanceandtheapplicationofTBLTthroughrealteachingactivities.SubjectMyweekendplanPartBClassClass1,Grade6TeacherYanglingSchoolWenquanTownCentralPrimarySchoolLearningSituationAnalysisMoststudentscanmasterbasicvocabularyandphraseexpressions,butitissomewhatdifficulttorequirestudentstoexpressthemselvesfrequentlyandfluentlyinEnglish.Stronginputandinteractiveengagementaremoreattractivetothem.Teachersshouldstrengtheninteractiveexercisesandindependentlearningtoenhanceconfidenceandfluency.TextbookAnalysisPEP2024Editionemphasizesintegratingpracticaltasksintotherealworld,skillfullyapplyingknowledgeandskills.Itadvocatesforexperientiallearningforstudents,urgingteacherstodesignauthenticlanguagetasksbasedonstudents’realsituationstoimprovepracticalskills.TeachingAimsKnowledgeandskillsSscanaccuratelyreadandusekeyvocabularyandsentencestoexpressplansandarrangements,andmakesuggestionstoothers.ProcessandmethodsSscanindependentlyconductdiscussionsandoralexchangesonthetopicof“futureplans”.EmotionandattitudeEducatetheSstolovetheirlife.KeyandDifficultPointsSsmasterkeywordsandsentencepatternsrelatedto“futureplanning”andcanusethemcorrectly.Studentscanflexiblyusethe“willbedoing”structuretoaccuratelyexpresstheirplansandarrangementsTeachingMethodTask-basedLanguageTeachingTeachingAidMultimediaCoursewareTeachingStepsTeachingactivitiesTeachingAnalysisStep1:Warming-upTheteacherasked,"Whatdidyousee?Doyoulikespace?"tostimulateinterestbyshowingavideoofspacetravel.Thestudentswereguidedtoanswertointroducethetopic.Theclasswasdividedintofourgroupsandacompetitivemechanismwassetup.Steps1to2:Competitivegroupsandlivelyvideoskeepstudentsengaged,andteachersstimulatetheirenthusiasmthroughcompetitionsandmultimedia.Steps3and4:Visualizetheproblemsopeoplecanbetterunderstanditandadjustthedifficultyoftheinputappropriately.Throughstep-by-steptextanalysis,rewardsandinputinmultipleways,motivationandlanguageskillsarewellbalancedtohelpstudentsbuildcognitiveBridgesandcompletecoretasks.Step2:presentation1）VocabularyIntroduction:Useflashcards(e.g.,vision,cinema)toteachwords,withanimationstoexplainpronunciationandmeaning.2)Audioanddialogue:Playadialoguethatcontainsthekeysentence“We’regoingto...”,explainingthemeaningandcontextofthetext.3)Solidifytheconductionof“begoingto”withexamplesandcomparisons.Useflashcardswithfunvisualstohelpgetstudentsexcitedaboutlearningnewwords.WatchingthevideoafterwardgivesthemagreatfoundationtounderstandthetextandreallyexpresstheirthoughtsabouttheactivitiesStep3:Practice1)Teachersassigntasks:StudentscollectivelysimulatedJohnandAmydiscussingtheirfutureplanstogetherandusingthesentencepatternoftheclass,interviewingatleastthreestudentsanddocumentingtheirplans.2)Groupactivities:Teacherscheckinwitheachgroup,observetheirclassroomperformance,provideguidance,andencouragestudentstoactivelyusewhattheyhavelearnedtodiscuss.3)Duringtheinterview,studentsareasked“Whereareyougoingthisafternoon?”“Whatareyougoingtodothere?Whenareyougoingtogo?”.Duringthisperiod,theteacherguidesthestudentstotaketheinitiativetoaskquestionsandcommunicateactively.Theoutputhypothesisisprettysimple:whenstudentsspeakorwrite,ithelpsthemfigureouthowthey’redoingwiththetargetlanguageandspotanyerrorstheymightbemakingbasedontheirnativelanguage.Role-playingissuchafunwayforstudentstopracticetheirlanguageskills—likevocabularyandphonics—withoutthepressure.Duringgroupdiscussions,theygettoshareideasandlearnfromeachotherwhilefiguringthingsouttogether,andteacherscanjumpinwithclear,usefultipstomakelearningsmoother.Ininterviewactivities,studentscantaketurnsbeingtheinterviewerortheonebeinginterviewed,whichmakespracticingwhatthey’velearnedalotmoreenjoyable.Step4:ProductionGroupsharing:Studentspresenttheirweekendplansusingthesentence“begoingto”andreceivepeerfeedbackbasedonpresentationTeachersguidance:Pointoutmistakes,correctthemintimeandimproveconfidenceinoralexpression.3）Teachercreatesaweekendtriptothepark,asksstudentstousewhattheyhavelearnedtodiscussinsmallgroups,makeafamilyweekendtripplanandpresentitindependently.Whengivinggrouppresentations,studentrepresentativescanpracticestudents’coherentoutput.Teachersindependentlydesigntaskstoexercisestudents’comprehensiveapplicationabilityandcreativeoutputability.Inthisprocess,studentsworkbyactivatingcognitiveresourcesthatcombineexistingknowledgewithmeaningfulinput.Teacherevaluationhelpsstudentstofurtherimprovelanguageformbeyondthezoneofproximaldevelopment(ZPD).BasedontheI+1inputprinciple,tasksmovefromsimpletocomplex(e.g.,fromimitationtocreationtooutputandinteraction).Thegradualadvancementofteachingtasksrealizes“learninginpractice”andensurestheprincipalpositionofstudents.Atthesametime,students’languageabilityandcommunicationconfidencehavealsobeenimproved.Step5:SummaryandHomework1）Summary:Theteacherwillsummarizethekeypointsofthelesson.2)AskSstowritedownyourweekendplantoBaoshan.Teachersassignhomeworktostudents,fromclassroomdialoguetaskstoindependenttasks,fromshallowleveltodeeplevel,exercisestudents’writingability,teststudents’masteryofbasicknowledgeanddeepencognitiveprocessing.Inputisaprerequisiteforinteraction.Groupdiscussionsandinteractionspromoteinternalizationbystudents.Studentspromotethedevelopmentoflanguageskillsthroughdemonstration,facilitatingstudentstoformlearningpathsthatperceive,understandandcreatetasks.LayoutofBlackboardUnit3MyweekendplanPartBWords:visit(参观，拜访);cinema（电影院）;film（电影）;comicbook（连环画册）;travel（旅游）;Sentences:Whereareyougoing+时间We’re/I’mgoingto+Whatareyougoingtodothere?We’re/I’mgoingto+Whenareyougoing?时间Adds:Whynot?Pointscolumn:Group1Group2Group3Group4Inthisinstructionaldesign,theteacherstartswithavideowithaspatialtheme,arousesstudents’interestinlearningandintroducesthegoalstructure“begoingto”.Knowledgepresentationcombinespicturesandactionsfordisplay,followedbysituationaldialoguelistening.Thepracticetransitionsfromsimulatedcharacterdialoguetogroupinteraction,culminatinginself-presentationastheoutputtask.Homeworkisconvertedtowrittenandpractice,andeachlinkisprogressive.Teachersdemonstrateauthenticcommunicationthroughinformationgapactivitiesthatrequirenegotiationofmeaning.Atthesametime,payattentiontooralEnglishanduseimmediaterewardandpunishmentsystemandcorrectionstrategy.Throughoutthecourse,TBLTapplicationsaredemonstratedthroughdemand-basedinput,purposefulinteraction,andreal-worldtasksimulations.4.4Post-testImmediatelyafterthequestionnaire,thestudentstookapost-test.ThepurposeofthistestistoevaluatetheeffectofTBLTteachingexperimentonstudents'oralexpression.Thepurposeofthetestissimilartothatoftheprevioustest,whichmainlymeasuresthestudent'soralperformance,fluency,taskcompletionandconfidence.ThetestwillincludestudentsdescribingtheirweekendplansinEnglish,makingupstoriesbasedonscenarios,solvingproblemsandhavingconversationswithpartnersandaskingopen-endedquestionsbasedonrealsituations.Theresultswillbecomparedwiththepre-testresults,andthebarchartwillshowtheimprovementordeclineofstudent’oralexpression.Therefore,thecomparisonbetweenpre-testandpost-testwillbeusedtoprovetheeffectivenessofTBLTinenhancingstudents'oralability.4.5Post-QuestionnaireAftertheTBLT-basedoralteachingsession,studentswereaskedtoexpresstheirviewsonTBLT,theirwillingnesstolearn,theirlearningexperiencesandtheirconfidenceinusingEnglish.ThequestionnairealsoincludedtheiropinionsonhowTBLTaffectstheirlearningefficiencyandtheirfeedbackontheteacher’sstrengthsandexpectationsinclass.Thisfeedbackwillbeanalyzedtounderstandstudents’interestsandhowtheydifferfromothers.ThishelpsdemonstratetheimportanceandeffectivenessofTBLT-basedteachingandidentifiesthedemandformethodologicalguidanceinsubsequentinstruction.4.6InterviewTofurtherverifytheimpactofTBLTonprimaryschoolEnglishteaching,afterconductingsurveys,pre-testsandteachingimplementations,wewillinterviewtheEnglishteachersofClass1andClass3inGrade6(TeacherLi).Theinterviewcontentwillbecombinedwiththepre-testresultsandspecificteachingimplementationsituations.ItmainlyinvolvesTeacherLi’sviewsonTBLT,howsheappliesTBLT,thebenefitsandchallengesofusingTBLTandherthoughtsontheimpactofTBLTonstudents.AnotherpointiswhetherTeacherLisupportsusingTBLTinfutureteaching.TheinterviewresultswillprimarilybeusedforcomparisonandintegrationwithourresearchtoprovidemoredirectsupportfortheuseofTBLTinteaching.Theinterviewcontentwillbecombinedwiththepre-testresultsandspecificteachingimplementationsituationsDataAnalysisQuestionnaireDataAnalysisTheresultsfromthequestionnairereallyemphasizewhatstudentsthinkabouttheirlearning.Itdivesintotheirwillingness,attitudesandwhattheymightbestrugglingwiththenewteachingmethods.Tomakethisfeedbackeasiertounderstand,webrokedownthestudents’thoughtsintodifferentareasandcalculatedthepercentages.Youcanseetheresultsfromthetwogroupsillustratedinbarcharts,alongwithsomeanalysis.AnalysisofStudents’WillingnesstoLearnFigureSEQFigure\*ARABIC1AnalysisofStudents’WillingnesstoLearnAsFigure1shows,wegotsomeinterestinginsightsaboutstudents'feelingsaboutlearning.Thefirstquestionwas,“DoyoulikeEnglishclass?”Fromthetraditionalteachingmethods,itturnedoutthatagoodchunkofs