1. Introduction

I am teaching the students who are in the first year of a junior middle school. I've found that most of the students would not like to talk in English, and they considered that talking something in English is hard work. I hope I can solve these problems, which have troubled me for some time, so that I can apply my knowledge and theory I learned in Beijing TV University into Practice through the action research.

2. Subject Description

The students I have been teaching are a group of junior 1 in a key middle school. I have been teaching them English for four months. I have two classes. There are 45 students aged 12 or 13 in every class. The level of their English is nearly the same. For the purpose of finding out the effect of my research project, I teach one class with well-designed activities, and the other with the traditional activities.

3. Problems and problem analysis

The problems found in my teaching were really common ones. Most of my students have problems in their oral English. Firstly, Some of them could not speak appropriately. Secondly, some others could not speak correctly in grammatical structure, namely they frequently made mistakes in their sentences. Thirdly, still others could not speak English at all in class. These three kinds of shortcomings should be overcome in my teaching.

In my teaching, the problem identified is really a serious problem. It has been troubling me for a long time and now I am determined to find a solution to solve the problem. I use three methods in my problem analysis: analytic, cause analysis and questionnaires.

3.1 Analytic method

Through careful analysis, I was led to a series of questions thorough thinking. For example, I found a majority of my students do not like doing spoken exercise. Why is it the case? And is it whether they think English is important ? Is it necessary for them to speak English or not? If they thought it important and necessary, the problem was actually caused by myself, not by my students.

3.2 Questionnaire survey

I made a pilot investigation in order to know the situation. For this reason, I designed a questionnaire (See Appendix ) to find out the true causes of the problem. I intended to get more detailed and more exact opinions from all the students through the questionnaire. And I tried to make it as scientific and effective as possible. At first I asked a few students who were at different English levels to try out the questionnaire. Then I modified some of the items. After that I distributed the questionnaire to my students and gave them ten minutes to fill it out. All of them returned their questionnaires which were left anonymous.

When all these data was collected, I made some statistical evaluation. The result showed that 54% of the students though English is very important; 43% thought it important and 3% thought it comparatively important. The result also showed that 100% of them want to speak perfect English; 88% of them like English and like speaking English. 85% of them thought they worked hard or comparatively hard in their English learning and 78% of them had learned English for more than three years. But why do they have problems in speaking?

3.3 Cause analysis

3.3.1 The class size

There are 45 students in one class, so most student cannot get enough opportunity to practice their oral English. After class most of them are not conscious of doing oral English.

3.3.2 The students' side

Oral English is not included in mid-term exams, final exams and the Entrance Exams to high school or colleges. Therefore, students and parents do not pay enough attention to it. As a result, the less they speak, the worse their oral English will be.

3.3.3 The teacher's side

In class the teachers pay more attention to explain the grammatical points and important phrases. So the students have not enough time to speak English. On the other hand, some activities that the teachers ask the students to do are boring, just only reading text and dialogue, and acting out the dialogue. The students are not interested in them. So they would not like to speak English.

3.3.4 Dull atmosphere

In the questionnaire, a few students admitted that the English class was sometimes dull. Only recitation, pair work and reading are not enough for them to put whole heart into the class. It is difficult for the students to contribute to the class under the dull atmosphere. Therefore, how the teacher makes the class lively is very important to the class efficiency.

According to the students' suggestion, I change my teaching method. I would do my best to design some interesting tasks to encourage every students to speak English.

3.4 Brainstorming activation

When I was engaged in the problem analysis, I often consulted my thesis supervisor Miss Zhao and frequently talked to my colleague about all the problems. They gave me a lot of instruction and suggestions so that I pondered the problem more deeply and carefully. After a lengthy problem analysis, I began to launch a project to solve the problem.

4. Project objective

My research objective is to improve my students' oral English by applying the approaches suggested by TBLT(Task-Based Language Teaching) to my oral English teaching.

5. Project hypothesis

It is hypothesized that if my students are interested in English very much and also practice it by well-designed oral task for English speaking, then they should speak English better and better.

6. Project rationale

6.1 The role of speaking and speech act

Speaking is a skill first learned than other skills---listening, reading and writing in the language learning. Someone said that speaking is solidifying agent of a language. It means that if there is something you want to speak out, you must master it and it is firmly rooted in your memory. It has been proved that children first began to learn speaking when they were born and then they learn to write sometime later in school. Even when we adults want to write something we first work a draft out in our mind, which is an example to use non-spoken oral language. Moreover, we often check articles we just wrote by reading silently in order to find mistakes. It is also oral language. So learning speaking first is a natural sequence in the language learning.

According to the theory of linguistics, the essence of speech act is thinking and verbalization. As normal people, most my students of students of English have no defect in their brain and organs of speech. Therefore, if they want to speak English, the thing they have to do is to code message in English in their brain and then to express it by their organs of speech. So their oral English ability can be increased through the improvement of the brain coding and flexibility of the speech organs.

6.2 The role of syllabus

A syllabus is a basis for guiding teaching and compiling textbook. It is also a basis for guaranteeing teaching ideology and quality of being scientific, systematization and advancement. The syllabus used by my students is “ The New Criteria for English Teaching in Senior School ”.

6.2.1 Requirements in the syllabus

“ The New Criteria for English Teaching in Senior School ” focuses on the language use in English classroom. Goals in English teaching are ideally determined by whether the students can really carry out some tasks. It puts its emphasis on the fact that the students can use what they have learnt to do things. Teachers are required to avoid using simple ways to transfer the language. Instead, they are advised to make full use of the approaches suggested by “ Task-Based Language Teaching”.

6.3 Task-based approaches

6.3 .1 Definition

Task is an activity or action which is carried out as the result of the processing or understanding language. A task usually requires the teacher to specify what will be regarded as successful completion of the task. (Richards, Plat and Weber 1985: 289)

6.3.2 The rationale of TBLT

The rationale of TBLT comes from “Krashen's Input Hypothesis.” Krashen holds that “The Input Hypothesis claims that we acquire language in only one way by understanding messages, that is by receiving comprehensible input. If the input contains forms and structures just beyond the learner's current level of competence in the language, i.e.i+1, then comprehensible if it is interesting and relevant and or if it is at a level which is I=1 for the learner and if it is supplied in sufficient quality.” Krashen has long insisted that comprehensible input is the one necessary and sufficient criterion for successful language acquisition.

6.3.3 Goals and outcomes

The tasks have a specified objective that must be achieved, often in a given time. So they are ‘goal-oriented'. All tasks should have an outcome.

6.3.4 A framework for Task-based Learning

Pre-task: Learners first take part in a preliminary activity that introduces the topic, the situation, and the “script” that will subsequently appear in the role-play task. The focus is on thinking about a topic, generating vocabulary and related language, and developing expectations about the topic. This activity therefore prepares learners for the role-play task by establishing schemata of different kinds.

The task cycle: During this procedure, students make full use of the language they have learnt to carry out the tasks. This procedure consists of three parts

1. Task

The task is done by students (in pairs or groups) and gives students a chance to use whatever language they already have to express themselves and say whatever they want to say. This may be in response to reading a text or hearing a recording.

2. Planning

Planning prepares for the next stage, when the students are asked to report briefly to the whole class how they did the task and what the outcome was. Teacher may provide some guidance if necessary.

3. Reporting

Teacher asks some pairs to report briefly to the whole class so everyone can compare findings, or begin a survey. Sometimes, only one or two groups report in full; others comment and add extra points. The class may take notes. Teacher chairs, comments on the content of their reports, rephrases perhaps, but gives no overt public correction.

The language focus

Analysis: Teacher sets some language-focused tasks, based on the texts students read or on the transcripts of the recording they have heard.

Practice: Teacher conducts practice activities as needed, based on the language analysis work already on the board, or using examples from the text or transcript.

6.3.4.1 Teacher roles in the framework

Facilitator : In TBL lessons, the teacher is generally a ‘facilitator', always keeping the key conditions for learning in mind. Facilitating learning involves balancing the amount of exposure and use of language, and ensuring they are both of suitable quality.

Organizer : In the TBL framework, most of the emphasis is on learners doing things, often in pairs or groups, using language to achieve the task outcomes and guided by the teacher. The teacher is involved in setting tasks up, ensuring that learners understand and get on with them, and drawing them to a close. Although learners do tasks independently, the teacher still has overall control and the power to stop everything if necessary.

Language guide : The part the teacher plays during each component of the task framework also varies according to its aim. At the end of the framework, where the focus turns to language form the teacher acts as ‘language guide'.

Course guide: In a broader sense, the teacher is also the course guide, explaining to learners the overall objectives of the course and how the components of the task framework can achieve these.

6.3.4.2 The role of students in TBLT

A number of specific roles for learners are assumed in current proposals for TBT. In TBLT, students need to be creative, flexible and independent. In class, they play the role of group participants, monitors and sometimes risk-takers and innovators. They are required to create and interpret messages for which they lack full linguistic resources and prior experience.

6.3.4.3 Differences between tasks and exercises

Tasks in TBLT are quite different from the exercises that usually appeared in our former English class. The differences between them are as follows:

From the above table, we may find that tasks and language exercise have some basic differences. The goals of tasks focus on developing the students' abilities of using language to carry out the tasks.

7. Project design

7.1 Principle of implementation

The authenticity principle

The linguistic data that learners work with are authentic.

The task dependency principle

A series of tasks in a lesson or unit of work forms a kind of pedagogical ladder, each task representing a rung on the ladder, enabling the learner to reach higher and higher levels of communicative performance.

Learning by doing

A task-based approach sees the language process as one of learning through doing---it is primarily engaging in meaning that the learner's system is encouraged to develop.

Scaffolding

Scaffolding is a process of ‘setting up' the situation to make the child's entry easy and successful and then gradually pulling back and handing the role to the child as he becomes skilled enough to manage it.

7.2 General timetable for project design

Timetable of the project design

Week 1. Activity 1: School and study

Task: Introduce the design of subjects in each grade.

Purpose: To review and consolidate the expressions concerned about each day in a week and the names of the subjects.

Introductions:

•  Teacher assigns the tasks.

•  Students design the activities in groups of four.

•  Students collect and analyze the data.

•  Students write the report. Improve it and report it to the whole class with the help of slide-projector.

•  Evaluate the results.

Week 2. Activity 2: Interest and hobbies

Task: Introduce parents, friends and their hobbies.

Purpose: 1. To arouse the students' interests and create harmonious atmosphere in family;

2. To develop students' ability of collecting information and the ability of oral English.

Instructions:

•  Teacher assigns tasks and hand out the questionnaire.

•  Students interview their parents and friends to complete the questionnaire.

•  Students generalize the information and write a short passage.

•  Students report to the whole class with the help of slide-projector.

Week 3. Activity 3: Countries and language

Task: Introduce a country and its language.

Purpose: To elicit the language points that students have already learnt and let students practice using the interest and other modern equipments.

Instructions:

•  Teacher assigns the task to the students. The task is to design newspaper in English to introduce a country and its languages.

•  Students collect information and produce the newspaper in groups of 8.

•  Each group select one representative to show the final work to the whole class and make a brief introduction as well.

•  Students select the best work to be on show in class.

Week 4. Activity 4: Stories and markets

Task: Go shopping

Purpose: To review and consolidate the words and expressions related to shopping and develop students' ability of living.

Instructions:

•  Let the students go shopping and record their activities.

•  Divide the students into two groups: customers' group and shop assistants' group. Put on short plays about shopping.

•  Carry out the group discussion and introduce some expressions of shopping.

7.3 Advantages of doing tasks in pairs or groups.

It gives learners confidence.

It gives learners experience of spontaneous interaction.

It gives learners a chance to benefit from noticing how others express similar meanings.

It gives all learners chances to practise negotiating turns to speak, initiating as well as responding to questions, and reacting to other's contributions.

It engages learners in using language purposefully and co-operatively, concentrating on building meaning, not just language for display purposes.

It makes learners participate in a complete interaction, not just one-off sentences.

8. Project implementation

8.1 Process of implementation

The process is carried out in four weeks.

Week 1. Activity 1: School and study

Step 1. Free talk

Students are asked to report whatever they like before class. The contents might be connected with news report, like in or outside school, sports, arts etc. Those active students will be praised or encouraged. In this way, the students will speak English more and more fluently and their vocabulary will be enlarged.

Step 2. Set the task

After the free talk, I begin class by asking some relevant questions about invitation and let them answer in a casual way without standing up. In this way they can speak actively. The questions and answers are “Do you like your school?” Some students said yes, others said no. I continued to ask what you know about your school. I got different answers. When asking the students what subjects they will learn in Grade 1and Grade 2. I want to find out whether they know how to express these subjects in English. Then I said we are going to learn a new unit. It is about school and study. The task is to introduce the design of subjects in each grade.

Step 3. Language input

To begin with, students listened to the dialogue on tape for the first time silently. Then, they listened to it sentence by sentence for the second time and imitate it. After that, they listened to it for the third time one sentence by one sentence to check whether they understood them. At the point there was something they did not know I wrote it down on the blackboard. For example, “Jack and Peter study at No. 55 Middle School.” “ He has four classes in the morning and two classes in the afternoon.” “ He likes them very much.” I asked them to discuss the three sentences and told me what tense they were. What the grammatical structure? During the students' discussion, I gave them proper instruction; answer their question, especially paying attention to their understanding. Encouragement should be provided whenever it is necessary. In this way , the students may experience the happiness of success. The students were very happy to learn grammar through discussing. After discussion, some of the students spoke out the correct tense. I generalized the tense and gave them the correct answer. I continued to ask the students to describe all things they did every day and then practice in pairs in class.

Step 4. Practice

First, students do drills written on the blackboard “What do you study, Li Ying? I study at Beijing No. 23 Middle School. What subjects do you have on Monday? We have English, history and PE. What does she study? She studies at Beijing No. 98 Middle School. ”

Second, students read the dialogue after the tape twice. Then ask students discuss the dialogue in pairs. This can help the class of slow students to grasp the drills of the dialogue.

Third, the class divided into two parts of boys and girls playing “Peter and Liu Hui” respectively to practice the dialogue. Then they swapped role to practice again. At last, a few pairs read it out in class. This step paid more attention to the class of slow students encouraged them to participate in the activities and helped them to be self-confident in English study.

Step 5. Output

•  I gave students the following chart and let them make a dialogue. The dialogue is carried out by four classmates, and they are talking about their school life.

• 

I gave students five minutes to prepare in pairs. During they preparing the dialogue I should be encourage the students of all levels. And then they do it in class. All the pairs could make the dialogue and did smoothly. Sometimes, I invited some students to be the judges, and let them do the tasks and reported to me from time to time.

2. I asked students to tell me how many classes there are in our school. What subject do they have? Describe each subject. The students designed the activities in groups of four. In the break of the class, the students began to work. The next day students dated analysis and students collect analyze the data. They wrote the report carefully improved it and reported it to the whole class with the help of slide-projector. After that we evaluated the results. In the activity, some students might have difficulty in expressing their ideas. To solve their problems, I asked their group members to take the responsibilities to help them so that their work would be confirmed and they would be highly motivated.

Week 2. Activity 2 Interest and hobbies

Step 1. Free talk

Step 2. Set the task

After the free talk, I ask some of them what they like. They gave different answers. Some said they liked watching, some said they liked playing basketball and playing computer games, others said they liked reading and so on. I continued to ask them whether they could describe the things their friends like, the things their parents like. A few students can answer my questions. Then I said the task was to describe the interests and hobbies of their friends and parents.

Step 3. Language input

First, I help the students review the words and expressions of interests and hobbies. I wrote them on the blackboard, and then asked them to remember all of the words and expressions in the list in three minutes.

Second, listen to the tape twice and answer the questions.

•  Where do Jack and his friends often do on Sundays?

•  What do they all like?

•  What is Jack interesting in?

•  What is Mike interesting in?

•  What is Mike interesting in?

This exercise can help the students grasp the main idea of the listening material. Third, according to the questions I would ask them to retell the material. This exercise can give enough freedom to the students of all levels to develop their abilities.

Step 4. Practice

First, students do drills written on the blackboard “be interested in” repeatedly. After that I asked students to ask about their interests in pairs.

Second, students read the dialogue after the tape twice. Then I would ask students to discuss the dialogue in pairs. This can help the class of slow students to grasp the drills of the dialogue.

Third, the class divided into two parts of boys and girls playing “Liu Mei and Jance” respectively to practice the dialogue.

At last, students interview their classmates to complete the following questionnaire and prepare for the next step.

Step 5. Output

1. According to the information above, let the students make a new dialogue. A few pairs read it out in class.

2. I divided several groups of the class and handed out the questionnaire. After class, students interview their parents to complete the questionnaire. The next students generalize the information and write a short passage about their parents. While I went around to answer their questions, they spoke out in groups. Ask one student of each group to introduce to the whole class with the help of slide-projector.

Week 3. Activity 3 Countries and language

Step 1. Free talk

Step 2. Set the task

After the free talk, I put up a map of the world to them and I asked them if they often watched CCTV news. Most of them said yes. I continued to ask if they could say out how many names of the countries and their languages. I got many different answers. After the questions, the students were very interested in countries and languages. Then I told them the task was to introduce a country and its language.

Step 3. Language input

To begin with, students listened to the conversation on tape for the first time silently. Then, they listened to it sentence by sentence for the second time and imitate it. After that, they listened to it for the third time one sentence by one sentence to check whether they understood them. When there was something they did not know I wrote it down on the blackboard and explained. For example, “Italy and Italian, America and American, British, England and English, China and Chinese.” I explained which word is about a country and which is about the language. I also introduced some other countries and their language. Just like “German, Germany, Japan and Japanese, France and French. ”

After they all understood the conversation, I went on to the next step.

Step 4. Practice

First, students did drills. They prepared for five minutes on their own through repeating the expressions: “What language do you speak? I'm Chinese. I speak Chinese. Where does he come from? He comes from Japan. He's Japanese.”

Second, students read the dialogue after the tape twice. Then I would ask students to discuss the dialogue in pairs. This can help the class of slow students to grasp the drills of the dialogue.

Third, the class was divided into two parts of boys and girls playing “Mr Hall and Li Ping.” respectively to practice the dialogue.

At last, I gave a practice card to the students and let them first fill it up, then memorize it.

Step 5. Output

•  I gave students following flow chart and let them make a dialogue.

2. I assigned the task to the students. The task was to make newspaper in English to introduce a country and its languages. The students collected information and produced the newspaper in groups of 8. Students could practice using the internet and other modern equipments. Each group select one representative to show their final work to the whole class and make a brief introduction as well. After these we selected the best work to be on show in class.

Week 4. Activity

Step 1. Free talk

Step 2. Set the task

I asked the students if they often went shopping with their mothers. Most of them said no. I continued to ask them who they went shopping with. Most of them said they went shopping with friends. Then I told them today's task was shopping.

Step 3. Language input

To begin with, students listened to the conversation on tape for the first time silently. Then, they listened to it sentence by sentence for the second time and imitate it. After that, they listened to it for the third time one sentence by one sentence to check whether they understood them. At the point there was something they did not know I wrote it down on the blackboard. For example, “What lovely shoes! ” I didn't tell them at once, I gave them other sentences and ask them to discuss. “What a nice day! What a beautiful girl! How tall the tree is. How fast he runs!” Some of the students can speak out the correct answers and the grammatical structure.

After they all understood, I went on to the next step.

Step 4. Practice

First, students did drills. They prepared for five minutes on their own through repeating the expressions: “What lovely shoes! Can I help you? Can I have a look at…? What size…? How much...?”

Second, students read the dialogue after the tape twice. Then I would ask students to discuss the dialogue in pairs. This can help the class of slow students to grasp the drills of the dialogue.

Third, the class was divided into two parts of boys and girls playing “Tom and salesman.” respectively to practice the dialogue.

At last, I would ask some of the students to recite the dialogue.

Step 5. Language output

2. Let the students go shopping and recorded their activities. After they came back, I divided the students into two groups: customers' group and shop assistants' group. Then let them put on short plays about shopping. Carry out the group discussion and introduce some expressions of shopping.

9. Project evaluation

I conducted two oral tests for the students during my action research. From the test score (see Table 1. and Table 2.), I'm fully convinced that my students have been steadily making progress in their oral English during implement of my practical. The contents were converted into a written form with four aspects: 1. pronunciation, intonation and rhythm; 2. correctness; 3. appropriateness; 4. fluency. By comparison on these four aspects of the two tests, the evaluation is carried out.

9.1 Data treatment

Table 1. The score of the students in the pre-implementation oral test

Table 2. The score of the students in the post-implementation oral test

Table 3. A Comparison of the average marks between the two tests.

To show the deviation between the two tests obviously, the following graph is completed.

In the graph:

1. Pronunciation, intonation and rhythm;

2. Correctness;

3. Appropriateness;

9.2 Data analysis

From the tables and graph above, it is clear that the average score of students oral English is increased by 6.25 points and 8.8% respectively. The greatest progress (2.67 points and 15%) made is in appropriateness. This showed that if the students are given some knowledge about appropriateness they will use it in their speech, and so they can speak appropriately. The second greatest improvement (1.42 points and 7.7%) gained is in correctness. The third one took place in fluency. Its value is not so great (1.07 points and 6.1%). So it told us that it is difficult to avoid making mistakes in speaking, and so making a little progress in this respect needs great effort. The last one and the least one (1.04 points and 5.9%) achieved is in pronunciation, intonation and rhythm. It proved that it is extremely hard to change one's accent in the language learning. All in all, most of the students made progress in every aspect of their oral English, but the value of the progress is different due to some reasons.

10. Conclusion

My action research lasts four weeks and some important teaching approaches are mainly based on linguistic theories. During this hard-working period, I consistently adjusted my teaching methods, analyzed the first-hand datum, evaluated the teaching effect, adopted different kinds of activities to carry out the teaching plan. All of these merely focus on a specific goal that is to take pains to increase students' oral English. The results, in fact, are very satisfactory. I am so optimistic at present as it not only works out a solution to the students' problem but also strengthens their awareness of adopting some appropriate learning methods to their English study.

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Appendix

•  你学习英语多长时间了？

A. 不到一年 B. 1 至 2 年 C. 2 至 3 年 D. 3 至 4 年 E. 4 年以上

•  你喜欢上英语课吗 ?

A. 非常喜欢 B. 喜欢 C. 无所谓 D. 不太喜欢 E. 不喜欢

•  你认为口语在英语学习中的作用是什么？

A. 很重要 B. 重要 C. 比较重要 D. 不重要 E. 无所谓

•  英语口语对你来说怎么样？

A. 极容易 B. 容易 C. 较容易 D. 困难 E. 十分困难

5. 你每天平均用多少时间练习口语？

A. 不用 B. 少于半小时 C. 约 1 小时 D. 约 2 小时 E . 2 小时以上

6 ．在学校的英语课上你说英语吗？

A. 总是说 B. 经常说 C. 有时说 D. 很少说 E. 不说

7 ．你对英语课上练习口语的机会采取什么样的态度？

A. 积极争取 B. 经常争取 C. 争取 D. 等教师叫我 E. 放弃

8. 在学校英语课上教师让你开口说英语的时候你感觉最害怕的事情是什么？

•  张不开口说 B. 说的不正确 C. 说的不流利 D. 说的不得体

E. 说的不完美

9. 你认为你在英语方面用功吗？

A. 非常用功 B. 用功 C. 比较用功 D. 不太用功 E. 不用功

10 ．请你对你自己现在的英语口语做客观评价。

A . 90 分以上 B. 80 至 90 分 C. 70 至 80 分 D. 60 至 70 分

E . 60 分以上

11 ．请你对自己英语口语的流利程度做客观评价。

A. 90 分 以上 B. 80 至 90 分 C. 70 至 80 分 D. 60 至 70 分 E. 60 分以下

12 ．请你对自己用英语谈论问题做出客观评价。

A . 90 分以上 B. 80 至 90 分 C. 70 至 80 分 D. 60 至 70 分 E .60 分以下

13 ． 你想说一口漂亮的英语吗？

A. 非常想 B. 想 C. 比较想 D. 无所谓 E. 不想

14 ．你希望采用什么样的方法练习口语？

A. 学生单个练习 B. 两个学生一起练习 C. 学生分组练习

D. 通过游戏练习 E. 你的其他建议

15 ．在小组活动中你发表自己的见解吗？