The Application of Task-Based Language Teaching in Junior High School English Oral Class

Xiuyuan Xu

doi:10.18686/ahe.v9i9.14449

The Application of Task-Based Language Teaching in Junior High School English Oral Class

Xiuyuan Xu

Abstract

Oral English teaching is essential for cultivating junior high school students’ practical English communicative competence. Nevertheless, traditional teacher-dominated oral teaching relies on mechanical training, resulting in low student engagement and the prevalent “dumb English” problem in junior high school English classrooms [1]. Task-Based Language Teaching (TBLT), centered on situational and experiential learning, can effectively remedy the deficiencies of traditional teaching modes [2]. This paper explores the application value of TBLT in junior high school oral English classes, analyzes the current teaching dilemmas, and puts forward targeted optimization strategies covering task design, classroom interaction and teaching evaluation. The findings indicate that reasonable TBLT application can stimulate students’ learning initiative, build authentic communicative scenarios, and significantly improve students’ oral fluency and comprehensive language competence. This study aims to provide practical references for the reform and quality improvement of junior high school oral English teaching.

Keywords

Task-Based Language Teaching; Junior High School English; Oral Teaching; Classroom Application; Communicative Competence

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References

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DOI: http://dx.doi.org/10.18686/ahe.v9i9.14449

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