任務(wù)型教學(xué)法在初中英語(yǔ)閱讀教學(xué)的現(xiàn)狀的分析

PAGEPAGEIII目錄任務(wù)型教學(xué)法在初中英語(yǔ)閱讀教學(xué)的現(xiàn)狀的分析摘要傳統(tǒng)的英語(yǔ)教學(xué)，教師以教授語(yǔ)法句型為主，而忽略了學(xué)生運(yùn)用英語(yǔ)獨(dú)立完成任務(wù)的能力。任務(wù)型教學(xué)法不僅可以培養(yǎng)學(xué)生自主完成閱讀理解的能力，還可以綜合地提高學(xué)生聽(tīng)說(shuō)讀寫(xiě)各方面的技能。初中英語(yǔ)教學(xué)是整個(gè)外語(yǔ)教學(xué)的起點(diǎn)和基礎(chǔ)，是學(xué)生交際能力形成的最初時(shí)期，在這一時(shí)期應(yīng)積極使用任務(wù)型教學(xué)法，使學(xué)生養(yǎng)成自主完成任務(wù)的習(xí)慣，為更高層次的外語(yǔ)學(xué)習(xí)打下牢固的基礎(chǔ)。為了了解任務(wù)型教學(xué)法在初中英語(yǔ)課堂的實(shí)施現(xiàn)狀，筆者以發(fā)放調(diào)查問(wèn)卷的調(diào)查方式對(duì)河北省承德市北營(yíng)房鎮(zhèn)第一中學(xué)七年級(jí)的一百名學(xué)生和七年級(jí)的10名教師進(jìn)行調(diào)查。調(diào)查結(jié)果表明：教師和學(xué)生普遍認(rèn)為任務(wù)型教學(xué)法是一個(gè)良好的教學(xué)方法，并且有一部分教師實(shí)施任務(wù)型教學(xué)法，大部分學(xué)生可以自主完成任務(wù)并記住所學(xué)知識(shí)；學(xué)生們更喜歡以學(xué)生為中心以教師為輔導(dǎo)的教學(xué)模式，任務(wù)型教學(xué)法大大提升了學(xué)生對(duì)英語(yǔ)閱讀課的興趣；隨著教師和學(xué)生觀念的改變，任務(wù)型教學(xué)法對(duì)學(xué)生英語(yǔ)閱讀的學(xué)習(xí)有了一定的幫助。關(guān)鍵詞：任務(wù)型教學(xué)法;初中英語(yǔ);英語(yǔ)閱讀教學(xué)AbstractThetraditionalEnglishteaching,theteacherspaymoreattentiontothegrammar,whileignoringthestudentsabilityofusingEnglishtofinishtasksbythemselves.Task-basedteachingmethodcannotonlytrainthestudents'abilitytoindependentlycompletethereadingcomprehension,butalsocancomprehensivelyimprovestudents'listening,speaking,readingandwritingskills.JuniormiddleschoolEnglishteachingisthebasisandstartingpointofthewholeforeignlanguageteaching,students'communicativeabilityistheformationoftheinitialperiod,duringthisperiodstudentsshouldactivelyusetask-basedteachingmethod,makestudentsdevelopthehabitofindependentlytocompletethetask,forahigherlevelofforeignlanguagelearningtolayasolidfoundation.Inordertounderstandtheimplementationoftask-basedteachingmethodinjuniormiddleschoolEnglishclassroomsituation,theauthorgiveoutthequestionnairestotheNo.1middleschoolthegradesevenofthetownofChengdecity,HebeiprovinceBeiYingfangmiddleschool10teachersofgradesevenandonehundredstudents.Theinvestigationresultsshowthattheteachersandstudentsisgenerallybelievedthatthetask-basedteachingmethodisagoodteachingmethod,andsometeachersimplementthetask-basedteachingmethod,andmoststudentscanfinishtasksbythemselvesandrememberthenewknowledge;SomestudentsprefertolearninEnglishreadingclasseswithTBLT,forthestudentscanbethecenterandteachersguideteachingmode;students’interestinEnglishreadinghadbeenimproved;Withthechangeoftheconceptofteachersandstudents,theimplementationoftask-basedteachingmethodhasgotagreathelptostudents’Englishreadinglearning.Keywords:task-basedteachingmethod;JuniorhighschoolEnglish;EnglishreadingContents摘要 IAbstract IIChapterOneIntroduction 11.1Backgroundofthestudy………………11.2Significanceofthestudy…………………..11.3Outlineofthethesis……………1ChapterTwoLiteratureReview…………… 32.1Task-basedlanguageteaching……..………..32.1.1Definitionoftask…32.1.2DefinitionofTBLT………………42.1.3CharacteristicsofTBLT……...…………42.2ThestudyofTBLTandteachingofEnglishreadingcomprehensionabroad.42.2.1ThestudyofTBLTabroad……………42.2.2StudyofEnglishreadingcomprehensionteachingabroad52.3ThestudyofTBLTandteachingofEnglishreadingcomprehensionathome52.3.1ThestudyofTBLTathome……………..52.3.2StudyofEnglishreadingcomprehensionteachingathome…………….52.4Summary……………………5ChapterThreeResearchDesignandProcedure…………..63.1Researchquestions…………63.2Researchsubjects…………..63.3Instrument…………………63.4Researchprocedure……………………….7.ChapterFourDataCollectionsandAnalysis………………84.1Datacollectionandanalysis……………….84.1.1Thestatisticalresultsofquestionnaireforstudents……..84.1.2Thestatisticalresultsofquestionnaireforteachers…….124.2Theanalysisofstatisticalresultsforthepaper…………...134.3Summary…………………15ChapterFiveConclusion……………………16Bibliography17Acknowledgement………….. 17AppendixA 18AppendixB19PAGE16ChapterOneIntroduction1.1BackgroundofthestudyThegenerationoftheTBLTisanenormousdevelopmentoflinguistictheoriesinthetwentiethcentury,whichenrichesthetheoriesandmethodsofforeignlanguageteachinggreatly.Nowadays,theTBLThasbeenadmittedandacceptedworldwideasabasicprinciplebyforeignlanguageteachingresearchers.Since1980s,whenTBLTwasadoptedinChina,ithasbeenthemainapproachtoinfluencethetheoriesandmethodsofforeignlanguageteachinginourcountry.TBLTnotonlychangesourtraditionaltheoriesbutalsomakesusrealizethedevelopmentallevelofothercountries’languageteachingtheoriesandourexistingproblems.TheTBLThadgotgreatsuccessinwesterncountries.InChinamanyEnglishteachershavetheirownopinionsaboutTBLTusinginEnglishreadingclasses.AndmanyscholarshaveresearchedalotaboutTBLTusinginEnglishreadingcomprehensionclasses,especiallytheusingsituationinmiddleschoolEnglishteaching.Infact,inChinathebiggestprobleminlearningEnglishisthatstudentsdon’thavearealscenetoexerciseEnglish.AndTBLTofferusacondition,becauseduringstudentsfinishtaskstheywillunderarelativelynaturalsituationwhichcreatebyteachers,TBLTwillexercisestudents’abilitiesinmanyaspects,sotherearemoreandmoreChineseEnglishteachersareinvolvedinTBLT.1.2SignificanceofthestudyJuniormiddleschoolisaveryimportanttimeoflearningEnglish,andasuitlearningmethodcanhelpstudentsalot,suchasarousetheirlearninginterest,improvetheirgrade.Therefore,theauthorwantstogetthecurrentsituationoftheimplementingofTBLTinjuniormiddleschoolthroughthisinvestigation,andthroughthisresearchtoexploreasuitteachingmode,andfindtheproblemexistingindailyEnglishreadingclasses.Besides,theauthorwantstofindwhetherstudentsaremoreinterestedinEnglishreadingcomprehensionlearningafterusingTBLT.Interestisagoodwaytoarousestudents’learningenthusiasm,throughTBLTusinginEnglishreadingclasses,theclassroomatmospherewillbeanimated,studentswilllearnmoreduringfinishingtasks.AgoodlearningmethodcanhelpstudentstogetmoreprogressandTBLTcanhelpstudentstodevelopabetterreadingcustomandabilityofself-studyingthenimprovetheircomprehensiveability,sotheauthorwantstofindwhetherafterusingTBLTstudentshavegothelpornotinEnglishreadingcomprehension,andthedegreeofprogressmadebystudents,eventheproblemexistinginEnglishreadingclasseswithTBLTandgivesomesuggestionsabouthelpstudentslearnmore.3e1.3OutlineofthethesisTherearefivechaptersinthethesis.Chapteroneintroducesthebackgroundandthesignificanceoftheresearchaswellasthestructureofthethesis.Chaptertwoistheliteraturereview.Inthischapter,theauthorwillintroducesomeconceptionsofTBLT,what’smore,thepreviousstudieshomeandbroadwillalsobebrieflystated.Inchapterthree,theresearchquestionsresearchsubjects,theinstrumentandresearchprocedurewillbepresented.Chapterfouristhedatacollectionandanalysisaboutthequestionnaireandthewholepaper.Inchapterfive,theauthormakesaconclusionoftheresearch.ChapterTwoLiteratureReviewTeachingofEnglishreadingplaysasignificantroleinEnglishteaching.TBLTisarisinglanguageteachingmethodfrom1980sanddifferentresearchershavedifferentopinionsonTBLT.Sothischapterwillbeinvolvedthreeaspects.Firstaspecthasthreeparts,thedefinitionoftask,thedefinitionofTBLTandtheclassificationofTBLT.secondaspectisthestudiesofEnglishreadingcomprehensionabroadandthestudiesofTBLTabroad.ThirdisthestudiesofEnglishreadingcomprehensionathomeandthestudiesofTBLTathome.2.1Task-basedLanguageTeaching2.1.1Taskisthemainpartoftask-basedlanguageteaching,sounderstandingthemeaningoftaskisverysignificant.Prabhu(1987)gaveafirstcleardefinitionabouttaskinhisbooksecondlanguagepedagogy.Heconsideredthattaskisanactivitythatstudentsgetconclusionfromgiveninformationthroughthinking.Duringthatactivity,studentscanregulateandcontroltheirthinkingprocess.Long(1985)thoughtthattaskisthatwehelpourselvesandothersdosomethingforpayorfree.Inshort,taskislife,entertainment,andallkindsofthingsduringcommunicating.Sowecanseefromhiswords,Longconsidersthatthematerialoftaskcomefrompeople’sdailylife,andthedesignoftaskshouldhaverealmeaning.AndRichards(2000)definedtaskaslearnersfinishoneactionatthebasisofunderstandinglanguageinthebookLongmanDictionaryofAppliedLinguistics.Skehan(1998)consideredtaskneedstohavefivecharacters:meaningisprimary,andpaymoreattentiontocommunicationofinformation,butdonotrigidlyadheretolanguageform.Taskisconnectedwithreallife.Andaccordingtotheresultoftasktovaluefinishingstatus.Nunan(2000)classifiedtaskintotwoparts,oneisreal-worldtasks,anotherispedagogicaltasks.Real-worldtasksareusedindailylife,andpedagogicaltasksareappliedinclassroom.AccordingtohisbookDesigningTasksfortheCommunicativeClassroomwecanseethattaskisalanguagelearningprocessthatstudentscommunicatewiththeirpartnersusingobjectivelanguageinclass.Andduringthisprocessstudentsshouldusethesceneinformationgivenbyteachers,andapplytheirownlogicalthinkingtounderstandandmasterthoseinformation.2.1.2DefinitionofTTBLTisanewteachingmethodthatdevelopedintheCommunicativeApproach.Ellis(2003)considersTBLTisateachingmethoddevelopedinconstructivism.Andteachersshouldchoosefittasksinlineaccordancewithstudents’situationandsocialneed.Studentsshouldmakeaplantofinishtasksaccordingtoteachers’demand,andapplytheirlogicalthinkingtoachieveplans,thenimprovetheirlanguageknowledge.ThebookTheInterpretationofEnglishcurriculumstandardwrittenbyChineseMinistryofEducationdefinedTBLTasalearningprocessthataimedatfinishingtasks.Thefinalvaluedresultisnottestmarksbuttheresultofshowingtasksachievements.2.1.3CharacteristicsofTBLTThecharacteristicsofTBLThavefouraspectsaccordingtoHaopei(2013).Thefirstoneisthatontheteachingtarget,notonlypaymoreattentiontothelanguageknowledgelearning,butalsopayattentiontolanguageskillsandemotionalstate.Task-basedteachingmethodpayattentiontotheaccuracyandfluencyofthelanguage,butemphasismorethatapplyingintherealsituation.Andthesecondisthatontheteachingcontent,thetask-basedteachingmethodadvocatedrealorclosetoreallifesituationsintoEnglishreadingclasses.Tasksfromdailylifecannotonlymakestudentsinarelaxedatmospheretolearnknowledge,butalsomakestudentsusethelanguageknowledgetosolvepracticalproblemsinlifeandmakeitfeellearningisnolongerboring,soastoimprovethestudents'interestinEnglishreadinglearning.Thethirdisthatontheteacher'srole,theteacherisnolongerthemainbodyoftheclassroom.Task-basedteachingmethodrequeststheteacher’srolehaveatransformation.Teacherisnotplaytheleadingroleofclassactivitiesnolonger,butthetaskofthedesignersandimplementers,andthesupervisorsandassessmentoftasks.Thefourthaspectisaboutstudents’role.Studentsasthemainbodyoftheclassroom,thecoreideaoftask-basedteachingmethodisthat"studentsasthecenter",studentsarenolongerpassivelyacceptknowledge,butundertheguidanceofteachers,fullyparticipateinclassactivitiestounderstandthenewknowledge,learntousenewknowledge.2.2ThestudyofTBLTandteachingofEnglishreadingcomprehensionabroadAtthebeginningtask-basedlanguageteachingwasraisedbyIndianlinguistsN.S.Prabhu.Afterlater1970s,finishedafamousexperiment—BangloreProject,andgotaconclusionthattask-basedlanguageteachingcanimprovestudents’languagecomprehensiveapplyingabilityeffectively.Prabhu(1987)gaveafirstdefinitioninhisbookSecondLanguagePedagogy.Soheisconsideredasthefounderoftask-basedlanguageteaching.Candlin(1987)andBreendevelopedPrabhu’sresearchedtheoryandtheythinktasksarethemainpartofclassdesigning,andthemaincluethroughthewholeclassteaching.AboutthisquestionLong(1992:122-143)gavemoredefinitions,hethinkstaskisaspecialworkwithaspecialobjective.Whenteachersdesigntaskstheyshouldchoosematerialfromstudents’reallife.Longenlargedinteractiverevisetheory,itconfirmedthemaneuverabilityofTBLTinthebasisofsecondlanguageacquisitiontheory.AndWillis(1996)dividedtask-basedlanguageteachingprocessintothreeparts,theyarepre-task,taskcycleandlanguagefocusinhisbookAFrameworkforTask-BasedLearning.BritishlinguistPrabhuIndia(1987),thefirsttasktypeofsecondlanguageteaching,in1983,heputforwardthetask-basedteachingmethod(task-basedapproach).Earlierresearcherswhoresearchedontask-basedteachinglinguistsare:Long(1985),Crookes(1989),Willis(1996),Skehan(1998),Candlin(1987),Nunan(1989).IntheprocessofEnglishreading,themainbodyisstudents,andinEnglishreadingclassesalltheactivitiesaretodevelopstudents’abilities,thisisthecurrenthottopicinEnglishreadingteaching.2.3ThestudyofTBLTandteachingofEnglishreadingcomprehensionathomeAfter1990sTBLTgraspedattentionofmanyChineseresearchers.ChengkelaandLiujinkai(2000)analyzedthedevelopingtrendofTBLTinourcountrydeeply,andputforwardaconceiveofmakingaplantotask-basedteachingoutline.Luziwen(2001)putforwardclassteachingprocedureofTBLT.Dingwen(2002)madeanexperimentaboutTBLTinmiddleschool,andofferteachingexamples.Atthesametimeshedividedtasksclassintoseveralclasses,theyarepuzzlingtasks,informationtasks,comparetasks,opinionsexchangestasks,solveproblemtasks,makedecisiontasksandactivitytasks.ReadingcomprehensionisanimportantpartofmiddleschoolEnglishteaching.Anditnotonlycanofferstudenttheinformationtheyneed,butalsoexercisestudents’thinking,andimprovetheircomprehensivequality.InChina’foreignlanguagefieldtheresearchforTBLTstartlater,atthebeginningmanyscholarsjustreferenceforeigntheories,andwiththeusingofnewcourse,moreandmoreEnglishteachesputtheoryintodailyEnglishteachingespeciallytheEnglishreadingclasses.Inmidandlate1990s,WuXudong(1997),XiaJimei(1998),andotherscholarsintroducedTBLTintotheforeignlanguageeducationinourcountry,causedextensiveforeignlanguageresearchersandteachersfocuson.XiaJimeiofzhongShanuniversity,publishedanarticleentitled,Theorybasisof"problemteaching"and"taskteachingmethod"anditspatterncomparison,introducethetask-basedteachingmethodintotheteachingofEnglishdevelopment.YuLing(2008).YueShouguo(2002)analyzedtask-basedteachingoutlineandsystem,thestudyprovideagoodcontexttoactivelearning.ZhangShuchang(2004),themainresearchisthatintheprocessoftaskactivitythroughopenmutualcooperationbetweenstudentstomoreefficientforfinishingEnglishreadingtasks.2.4SummaryTheauthorwantstogiveasummaryaboutallthethingsabove.Englishreadingcomprehensionteachingplaysanimportantroleinstudents’Englishlearning,andTBLTisacceptedbymoreandmorepeople,therearemanyaspectsthatTBLTisfittedinEnglishreadingclasses.ManyscholarsresearchedabouthowtodesigntasksindailyEnglishreadingclasses,andtheywillprefertheteachingmodethatputstudentsintothecenter.AswellasmostscholarsresearchedhowtoimproveEnglishclassesquality,andhowtocatchstudents;interesttolearnEnglishreadingcomprehension.ButforthestartofTBLTismuchlaterdevelopinginChina,sotherearelittlescholarscangiveacomprehensiveresearchaboutwhetherEnglishreadingclasseswithTBLEcanimprovestudents’interestandafterusingTBLE,andstudents’gradecanprogressornot.Andtherearelittlescholarspayattentiontoresearchthesituationofruralmiddleschool.SotheauthorwantstodoaninvestigationintheruralmiddleschoolandfindthestateofusageaboutTBLEinEnglishreadingclasses,andfindtheeffect,suchasimprovestudent’interestandgrade.ChapterThreeResearchDesignandProcedureInthischapter,theauthorintroducetheprocedureoftheresearch,theresearchquestionsaboutthispaper,thesubjectsandtheinstrument.3.1ResearchquestionsThemainpurposeofthispaperisthatthroughthesurveytofindquestionsinEnglishreadingcomprehensionteachingduringmiddleschoolclassandtodiscusstheeffectivenessoftask-basedlanguageteachingwhichisappliedinEnglishreadingcomprehensionteachinginmiddleschool.InordertofindtheanswersofthosequestionsandknowthecurrentsituationofapplyingofTBLTinmiddleschool,theauthordesignedthreequestions:ArestudentsmoreinterestedinEnglishreadingcomprehensionlearningafterusingTBLTinreadingclasses?DostudentsgetprogressinEnglishreadingcomprehensionclassesafterusingTBLT,andthedegreeofprogressmadebystudents?WhatisthecurrentsituationoftheapplyingofTBLTinmiddleschoolEnglishreadingcomprehensionclasses?3.2ResearchsubjectsTofindanswersaboutthosequestions,thequestionnairewasdistributedtoNo.1middleschoolinthecityofChengdeinHeibeiProvince.Thereare100studentsand10Englishteacherscomposedtheresearchsubjects,andhalfofthestudentsarefromclass1grade7andothersarefromclass2grade7.3.3InstrumentInordertogetananswerabouttheapplyingofTBLTinmiddleschoolEnglishreadingcomprehensionclasses,theauthorquotestwoquestionnaireswhichdesignedbyHaopei(2013).Thequestionnaireincludestwoparts,oneisthatthesurveyofstudents，generallyspeakingthe10questionscanbedividedintothreeparts,oneisthestudentsinterest,thesecondisthestudents’progressandthethirdiscurrentsituation.Anotheristhatsurveyofteachersconstitutes10questionsaboutthegeneralsituationaboutdailyEnglishreadingclasses,andteachers’idealsafterusingTBLT.3.4ResearchprocedureThequestionnairewasdistributedtoNo.1middleschoolinthecityofChengdeinHeibeiProvince.OnMarch2nd,2015,theauthorhandedouttheChapterFourDataCollectionsandAnalysisInthischapter,theauthorwillanalyzethedatafromthequestionnaire,introducetheresultoftheresearchandanswerthequestionsputbythechapterthree.4.1DatacollectionandanalysisTable4-1-1thestatisticalresultsofquestionnaireforstudentsChoiceItemABCD167%22%7%4%252%37%5%6%353%30%9%8%455%23%16%6%531%44%17%8%637%37%21%5%732%43%18%7%823%39%26%12%941%28%23%8%108%4%84%4%4.1.1ThestatisticalresultsofquestionnaireforstudentsTable4-1showsusaclearresultaboutquestionnaireforstudents.Thefirstquestionisaboutstudents’attitudeofEnglishreadingcomprehension,andthedegreeofimportancetheythink.Throughthedataofquestionnaire,wecanseethereare67%studentsthinkthatEnglishreadingcomprehensionisverysignificanttoEnglishlearninginmiddleschool.Andthereare22%studentsthinkEnglishreadingcomprehensionisnotveryimportantinthewholeEnglishlearning,andthereare7%studentsthinkEnglishreadingcomprehensionisimportanttoEnglishlearning.Buttherearestill4%studentsthinkEnglishreadingcomprehensionisnotimportanttothewholeEnglishlearning.Asforthissituation,teachersshouldcorrectstudents’attitude,andduringthedailyEnglishclasses,thissituationneedsteacherspaymoreattentiontothosestudentswhocannotknowclearlytheimportanceofreadingcomprehension.AsforthisquestionmanyscholarssuchasZhangTianhao(2013)hasgivenaclearlyanswerthatEnglishreadingstudyingisveryimportantinEnglishlearninginmiddleschool.ThesecondquestionisabouttherelationshipbetweenlearningofEnglishreadingcomprehensionandthepromotionofwholeEnglishlevel.52%studentschoseA,theyconsiderthattherearecloserelationshipbetweenthem,andthereare37%studentschoseB,intheirmindthereisnotverycloserelationshipbetweentheEnglishreadingcomprehensionandthewholeEnglishlevel.Buttherearestill5%studentschoseC,theythinkthatbetweenEnglishreadingcomprehensionandthewholeEnglishlevel,therelationshipisnotobvious.Itissadthat,thoughthedataofauthor’ssurvey,6%studentschoseD,theythinkthereisnorelationshipbetweenEnglishreadingcomprehensionandthewholeEnglishlevel.Thisideaisnotgoodfortheirstudyandtheauthorthink,aboutthe6%studentswhochooseD,theymayhavenoideatolearnEnglishwellandteachersshouldpaymorepatiencetothemtocorrectstudents’mind.ThisquestionisresearchedbyLiWeihong(2007)inherpapershethoughtthatmanystudentscanunderstandthesignificanceofEnglishreadingcomprehensionandthewholeEnglishlevel.Andmostofthestudentsthinkthatreadingcomprehensioninhighschoolteachingisoneofthemostimportanttopics,theimprovementofreadingabilityplayanimportantroletoimprovetheoveralllevelofEnglish..ThethirdquestionisaboutafterusingtheTBLTwhetherstudentswillbeinterestedinEnglishreadingcomprehensionandthedegreeofinteresting.Fromtheresultofquestionnaire,wecanmakeaconclusionthat53%studentshavealotofinterestinEnglishreadingcomprehensionafterusingTBLT.Buttherearestill30%studentsthinktheinterestofEnglishreadingcomprehensionafterusingTBLTinEnglishclassisjustgeneral.Butthereare9%studentschoseC,theydonothavemuchinterestinEnglishreadingcomprehensionlearning.Andabaddataisthatthereare8%studentschoseD,theyarenotinterestedinEnglishlearningatall.AndtheresultissameasHaopei(2013)hesaidthatifstudentscanknowclearlythatEnglishreadingcomprehensionisinterestingandfunwithtask-basedlanguageteachingmethodandtheywillfindmoreharvestsandmorepleasurefromtheprocessofEnglishreadingcomprehension.Theycanlearnmorewiththeirinterests,whichwillhelpthemtoopenthedoorofEnglishlearning.ThefourthquestionisaboutwhethertheTBLTcanofferhelptostudents,andthedegreeofhelp.Afterusingthewayoftasks-basedlanguageteaching,thereare55%studentsthinkthattheirEnglishachievementhasalotofimprovement.Buttherearestill23%studentsthinktheirEnglishreadingcomprehensionhasgothelpfromtheclasseswithTBLT,andthereare16%studentsthinktheyjustgotalittlehelpfromtasks-basedlanguageteachingmethod,andthereare6%studentschoseD,theythinktheyhavegotnohelpfromEnglishreadingcomprehensionlessonwithTBLT.AboutthisquestionHanYanfanghavemadearesearchandgiveasuggestionthatteachersshouldpaymoreattentiontofindthereasonwhythosestudentscannotgetmuchhelpandimprovementevensomestudentscannotgethelpfromEnglishreadingcomprehensionlessonwithtask-basedlanguageteachingmethod.Thenfindwaystohelpstudentstomakeprogresswithtask-basedlanguageteachingmethod.Thefifthquestionisaboutthenewwordsappearinginthereadingmaterialtheyhavelearnt,whetherstudentscanrememberthenewwords,andhowmuchnewwordstheycanremember.Inotherwords,themeaningoffifthquestionisthatcheckthemasterdegreeoftheknowledgewhatstudentshavelearnt.Accordingtothedataofquestionnairethereare31%studentschoseA,theythinktheycanrememberallthenewwordsinthereadingmaterial,andthereare44%studentscanrememberthemostpartsofnewwords,theauthorthinksthenewwordisaveryimportantpartduringfinishingtheEnglishreadingcomprehension,theycanrememberthenewwords,itisagreatsituationtotheirEnglishreading.Howevertherearestill17%studentscanrememberthelittlepartsofthenewwordseventhereare8%studentstheythinktheycannotrememberanynewwordsduringlearningofreadingmaterial.Andthesixthquestionisaboutwhetherstudentscanreadpassagesandunderstandthespecificinformationappearinginthereadingmaterialwithoutteachers’help.Andanothermeaningofthisquestionisthatcheckingstudents’abilityofanalyzingoftext.Throughthedataofquestionnairetheauthormakesaconclusionthatthereare37%studentscanreadandunderstandthepassageandknowwellabouttheinformation.Andthereare37%studentscanreadandunderstandthetextssometimeswithoutteachers’help,buttherearestill21%studentscannotreadandunderstandthepassagesmosttime,andeventhereare5%don’tunderstandatallaboutthearticle.Butwecanseemoststudentscanunderstandthepassages,soteachersshouldcontinuetousetheTBLT,itisgoodforstudents’Englishreadingcomprehension.Therearenoresearcherswhohavegiventhesameresultaboutthisquestion,maybetherearemanyaspectsmakethisquestiondifferent.TheseventhquestionisaboutwhethertheabilityofEnglishreadingcomprehensionhaveimprovedafterusingTBLT.Thedataofquestionnairehavegiventheauthoraclearresultaboutthisquestion.Thereare32%studentsthinktheirEnglishreadingabilityhasgreatimprovementafterteachersusingTBLT,andthereare43%studentsthinktheygotsomeimprovementthroughEnglishreadingclasswithTBLT.Thetwopartshaveaccountedforthemainpart,sotheresultisveryclearthatTBLThasplayedanimportantroleinEnglishreadingcomprehensioneventhewholeEnglishlearning.Differentstudentshavedifferentanswersaboutthisquestion,andthroughGaoSuju’s(2013)wordsthatthereasonwhystudentshavemadeadifferentansweraboutthesamequestionisaveryimportantsituationthatneedteacherstothink.TeachersshoulddesigntaskcleverlyinteachingEnglishreadingcomprehension.Andputstudents’situationinthefirstpart,andaccordingtostudents’realconditiontodesignthedifficultyoftasks.Andteachersshoulddesigntaskstomakestudentsinitiativetoactuallifeandtherealeffectivereading,thepurposeisthatstudentscanputmoreattentiontoEnglishreadingcomprehension.TheeighthquestionisabouttheabilityofEnglishreadingcomprehension,studentsgivetheauthoraevaluationabouttheircapabilityintheirmind.Themeaningoft