Research
A Brief Exploration of Application of TBLT to Oral English Teaching in Chinese Rural Middle Schools
Since the language teaching approach of Taskbased Approach issued by The New National Criterion for English Course, the term Task-based Language Teaching has been comprehensively introduced and advocated and popularized among English teachers in China. Although ten years have passed since the Task-based Language Teaching was applied in China, in the current rural areas, the students still have a poor performance in English, especially in oral English. Then what is in the way of the progress of oral English teaching in rural areas? Combined with the condition of rural areas, the task-based language teaching and an experiment, this study will probe into the obstruction of the improvement of oral English teaching in rural areas and put forward some feasible suggestions to improve oral English on the condition of the adoption of the Task-based Language Teaching.
The Use of Body Language in Chinese Rural Secondary School English Teaching
With the popularization of nine -year Compulsory Education, English teaching is especially important in the secondary school teaching. In most rural areas of China, where are poor environment and shortage in teaching resources and teaching equipment, in the limited condition of this, how to improve the efficiency of students’ listening becomes very important. In the rural secondary school English teaching, teachers can use not only verbal language but also body language to imply students, which is more efficient than the use of so-called multimedia sometimes. It can make up for the shortage of teaching resources so that it can improve the teaching quality by the analysis and research of body language in all aspects. Moreover, the use of body language in English teaching can change students’ attitudes.
