An Empirical Study on Task-based Listening Teaching Mode in Junior High School of China

Zeng Ni, Liu Jingxia

Abstract


proper activities, which are closely relevant to daily life, to involve the students enthusiastically into these activities and improve their English listening competence. Research in task-based listening teaching has distinct significant in teaching theory and practice. The writer of this paper has carried out an experiment in the junior high school listening teaching to test whether students’ interest in learning English can be increased and their listening abilities can be improved by Take-based Approach, as well as probing into the best way of employing the theory in English listening teaching. The experiment is a three-month program that involves two junior high school classes with 74 students. One is the experimental class using Task-based Approach in teaching, while the other is the control class using the traditional teaching approach. There are no differences in their listening ability before the experiment. The analysis of the experimental results shows that this model mobilizes students’ learning enthusiasm in English study, and over time it can be concluded that the teaching theory is conductive to the improvement of the students’ listening level and emotional state.

 


Keywords


English listening teaching, Task-based Approach, Listening ability, Learning interest

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References


Jiao, J. (2014). A Study on the Application of Task-based Approach to English Listening Teaching in Middle Schools[D]. Tianjin: Tianjin Normal University.

Mo, Zh. (2013). Application of Task-based Approach in English Listening Teaching for Senior Middle Schools[D]. Guangxi: Guangxi University.

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Skehan, P. A. (1998). Cognitive Approach to Language Learning[M]. Oxford: Oxford University Press.

Underwood, M. (1989). Teaching Listening[M]. London: Longman.

Willis, J. A. (1996). Framework for Task Based Learning[M]. London: Longman.

Ministry of Education in China. Go For It. Beijing: People’s Education Press, 2013.




DOI: http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.202

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