TBLT的缺点或现状_tblt在中国的现状

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3.2.2 Disadvantages and problems in employing TBLT In fact, no method is perfect in the world, and TBLT is not an exception.We find the following eight disadvantages from our study and experiment on TBLT.The first two are indicated by Su Dingfang(1996:165), and the last six are our findings.1)The tasks or questions chosen in task-based or procedural syllabus are lack of convincible foundation or criterion.2)TBLT can’t tell the inner relationship between certain activities and learners’ current needs.In other words, the syllabus or methodology focused on the proce is not very coherent between the proce and the outcome.3)Before the task begins, if teachers don’t explain any concerned language knowledge, 13 learners will have many language obstacles when they carry on the task.4)Because the time for task performance is limited and at the same time students will have to accomplish the task within the time frame, students tend to neglect the language forms and they will heavily depend on the communicative strategy.They will use incorrect language or communicative strategy avoiding the language form in order to get to the meaningful communication goal.The incorrect language used again and again will become reinforced in the student’s mind so that it will obstruct the development of the linguistic competence of the student.5)TBLT requires a high level of creativity and initiative on the part of the teacher.If teachers are limited to move traditional roles or do not have the time and resources to implement tasked-based teaching, this type of teaching may be impoible.6)It is very difficult to ensure the systematisation and sequence of tasks, for example, the grading and coherence of the task.7)Sometimes, the claroom is difficult to control, so it looks like chaos.Junior middle school learners are usually animated, if teachers fail to manage and monitor the cla well, the claroom will be out of the order.8)Evaluation of TBLT can be difficult.Traditional discrete-point achievement tests are often not a good measure of aeing learners’ language achievement that is acquired in TBLT.We know that TBLT requires teachers to develop the learners’ integrated language proficiency including listening, speaking, reading and writing, and learners’ abilities in thinking, reasoning, autonomy, cooperation, etc.as well, but traditional tests can’t tell us all about them.3.2.3 Solutions to the problems On the basis of the analysis of the above disadvantages and problems, we suggest the following measures so as to solve the problems encountered in the implementation of TBLT.1)Scientific grouping Our claroom English teaching is on a small scale.That is to say, when the English cla comes, the original natural cla will be divided into two small sections with about 25 persons each.If we make a group of 4, there will be 6-7 groups in each small cla.Such cla division will be good for teachers to monitor learners’ claroom activities and good for learners to have more chances in the use of the target language.2)Integrated aement In traditional examination, we often design listening test and written work.However, this is not enough or fair to a learner’s aement.In TBLT, we focus on the development of a learner’s integrated qualities.It is very neceary to design a few oral tests besides written tests.However, if oral tests are only managed in the mid-term or at the end of a term, time is very limited.So it is much more scientific to have the oral tests occur through the whole teaching proce.3)More out-of-cla activities TBLT heavily focuses on the individual creativity and the cooperation of the group.If we often hold such out-of-cla activities as English corner, English drama, English story-telling etc, a student’s timidne or shyne will disappear and they can take what theyhave learned to the claroom.If so, their speaking ability will be well developed.Acquiring such a good habit, they may perform freely and actively participate in each task.4)Ideas sharing Teachers who teach in the same grade prepare a teaching plan together in order to settle the problems when they meet the difficulty.It is called that each one exerts each effort.In other words, two heads are better than one.5)Full use of school recourses Actually the school facilities will affect whether the teaching and learning succeed or not.The multi-media claroom not only optimises the teaching proce in TBLT, but also saves time so that learners can have greater space and more time to consider and carry out the claroom activities.Furthermore, in the writing cla, students may directly send e-mails they have written to the teacher.Of course, they are fond of the reply that the teacher has corrected and mailed back to them.6)Developing the teacher’s qualities

TBLT requires teachers much more, including a high level of teaching skill and subject knowledge.In TBLT, we have to focus on the meaningful English communication, rather than language form.TBLT requires teachers so much so that they should have stronger listening and oral competence.After cla, the members of our project group often learn from each other or take refresher courses and feedback together.7)Transfer from CA In the past 10 years, we have used Communicative Approach(CA)in ELT.Each of us has succeful experience.TBLT belongs to CA category.We advocate making a good distinction among them and try to use the experience available in TBLT.It is a wise way to do like that, and this is the positive transfer that psycholinguistics mean.8)Learning from the experts or colleagues Here the experts or colleagues mean those who are engaged in the study of TBLT domain.If a TBLT forum is held, we had better not mi it.In such forums many experts will gather together sharing all the experience.A big TBLT forum sponsored by Beijing Zhongxing Publishing House in Beijing in October 2002, with David Nunan and over 400 people from all over the country attendance, is a succeful conference.So is the 2003 National Middle School English Curriculum standard & Claroom Teaching Reform Conference held on April 6 th-11 th ,in Nanning, Guangxi, whose participants are over 3000 people.3.3 Result of the experimental implementation of TBLT After implementing TBLT, we find out that learners’ linguistic and communicative competence and thinking ability etc.are very well developed.TBLT is strictly designed to foster students’ participation consciousne, unitedne consciousne and creativity, and greatly help students mobilize and motivate their potentialities by completing the tasks.TBLT can also help students learn to communicate, learn to think about a question, learn to make a decision and deal with an emergency.Furthermore, by accomplishing the task, students can also experience the sense of achievement and realize their own value.TBLT involves the collaboration between teacher and learners, and among learners.In carrying onthe task, the teacher should pay close attention to the team’s participation and creative spirits.Because the students in junior middle schools are very active and animated, the tasks can succefully engage their enthusiastic commitment.In addition, TBLT can greatly improve the integrated ability of a student, which is in accordance with the general target of the empowerment education in China.Our chief initial achievement of the experimental implementation of TBLT can be summarized in the following: 1)Learners show much more autonomy in learning language.2)The average of the final examination is 5-15 scores higher than the mean scores in the controlled groups.3)Learners are very fond of the Textbooks we’ve chosen, which is named Expreions written by David Nunan.4)Nineteen learners took 2003NEPCS(final)and eleven of them came to the first place.In fact, learners have got many great succees in all kinds of contests.5)Learners’ linguistic competence has greatly improved, for example, some of them from junior Grade1 or Grade2 have paed CET4.Now we are still implementing TBLT with great confidence and we believe that we can succefully overcome the problems encountered in the employment of TBLT.