A Study on the Application Strategies of Task-Based Language Teaching in High School English Reading Instruction

Dandan Zhao

doi:10.70088/q0sk0351

Authors

Dandan Zhao China West Normal University, Nanchong, China Author

DOI:

https://doi.org/10.70088/q0sk0351

Keywords:

Task-based Language Teaching, High school English reading, Application strategies, Student-centered learning, English reading competence

Abstract

Reading serves as a vital method for cultivating students' comprehensive English proficiency and critical thinking skills; however, traditional English reading classroom activities often lack diversity. This resulting in low student engagement. Knowledge acquired in such settings tends to be fragmented and purely text-based, failing to enhance students' overall literacy. The new round of curriculum reform further mandates that high school English reading courses adopt a student-centered approach, cultivate students' core subject competencies. And emphasize the development of reading skills, critical thinking abilities. And cultural awareness, thereby against this backdrop, applying the Task-Based Language Teaching to high school English classrooms can effectively address the shortcomings of traditional reading instruction and elevate students' reading proficiency and competence. Task-based teaching, guided by specific tasks, enables students to acquire knowledge and develop competencies through task completion. Therefore, this paper explores application strategies for task-based teaching in high school English reading classes based on its theoretical foundations and practical significance; it illustrates specific implementation steps through a real-world case study, aiming to leverage the strengths of this teaching approach to promote knowledge mastery, enhance language proficiency. And elevate students' overall competencies.

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