Teachers’ Roles in Task-based Language Teaching in Primary Schools in the City of Shenzhen
Contents
Abstract i
摘 要 i
Chapter One Introduction 1
1.1 TBI in China 1
1.2 The Background of Task-Based Language Teaching 2
1.3 Role 3
1.4 Teachers’ Roles in the Traditional Teaching Mode 3
Chapter Two Literature Review 4
2.1 TBLT Abroad 4
2.2 TBLT in China 7
2.3 Teacher’s Role 7
2.4 Teacher’s quality 9
Chapter Three 10
Methodology in TBLT and Teachers’ Roles in Primary Schools 10
3.1 Research Participant 11
3.2 Research Context 12
3.3 Research Instrument 12
3.4 Data Collection 13
Chapter Four Results 14
4.1 Table One Teachers’ Positive Roles 14
4.2 Table Two Teachers’ Negative Roles 15
4.3 Table Three Teachers’ Qualifications 16
4.4 Table Four TBLT Method as Perceived by Teachers 16
4.5 Table Four A - TBLT Method as Perceived by Students positively 17
4.6 Table Four B - TBLT Method as Perceived by the Students negatively 18
Chapter Five Discussions 19
Chapter Six Conclusions 23
References 26
Acknowledgements 26
Abstract: This research investigates the English teachers’ roles in primary schools in Baoan, to see what roles that English teachers apply in the primary schools, how they play the roles in the Task-Based Language Teaching method? What’re the demerits in playing roles? In order to conduct this investigation, I went to the English Class Giving Competition held in Dong fang English School in Baoan, to observe the classes giving by representative teachers from different schools. This competition is held to the requirement of New Curricular and New Concept, most of the teachers choose to use Task-based Language Teaching method, which is right the topic I am going to discuss about.
There are six parts in the research: the first two chapters are about introduction and literature review, which introduced the background of the research, the research questions and the experts who have written related topics. The third part is methodology, with the information of research participants, context, instruments and data collection in details. The next two chapters are to show the research result and are based on the collected data, making a further discussion. In these two parts, I analyze the questions in general, with tables and two illustration shows. In the last chapter, I make a general conclusion and give some practical suggestions for teachers’ roles in the TBLT background, hoping to enrich our knowledge in this field.
Key Words: teachers’ roles, Task-Based Language Teaching, primary English
