ABSTRACT:Based on a Yunnan province rural middle school——Minglang nationality middle school, this paper used qualitative and quantitative studies to explore the implementation of task-based approach in the middle school English teaching. The results prove that six major factors block the implementation of tasks in their English class. These factors are: teachers’ inaccurate understanding about TBA, teachers’ attitudes towards TBA were not positive, the shortage of time for TBA, the shortage of teaching resources, the low proficiency of students and lack of interest and confidence. So the TBA was not wildly applied in English teaching in rural areas. Therefore the author comes up with some advice and suggestions, which can help the further English teaching.

Keywords: Task-based Approach; middle school English teaching; restrict factors

TABLE OF CONTENTS

摘要

ABSTRACT

1 INTRODUCTION-1

2 LITERATURE REVIEW-3

2.1 Introduction to Task and TBA-3

2.1.1 Definition of Task-3

2.1.2 Components of Task-4

2.1.3 Task-based Approach-5

2.1.4 Framework of TBA-5

2.2 Studies Abroad and Home-6

2.2.1Studies Abroad-6

2.2.2 Studies at Home-7

3 METHODOLOGY-9

3.1 Participants-9

3.2 Instrument-9

3.2.1 Interviews & Questionnaires-9

3.2.2 Classroom Observation-10

3.3 Data Collection and Analysis-11

4 RESULTS AND DISSCUSSION-12

4.1 Present Situation of TBA in English Teaching-12

4.1.1 Teacher and Student Role-12

4.1.2 Classroom activities-13

4.2 Factors in the implementation of TBA-13

4.2.1 Teachers’ understanding of TBA-13

4.2.2 Teachers’ Attitudes towards Task-based Approach in English Teaching-15

4.2.3 Time available for TBA-15

4.2.4 Teaching resources-16

4.2.5 Students’ Language Proficiency-17

4.2.6 Students’ Interest and Confidence in English Learning-18

5 CONCLUSION-20

Appendix I-24

Appendix Ⅱ-26

Acknowledgments-27