任務(wù)型教學(xué)法在初中英語閱讀中的應(yīng)用現(xiàn)狀調(diào)查報(bào)告

摘要PAGE6ChapterThreeResearchesPlan3.1researchesquestionsTherearethreequestionsinthispapertoexplore:First,whatisteachers’cognitivestatusofTBLTwhoteachinthemiddleschool?Second,whatisthestatusintheirimplementationofTBLT?Third,whataretheproblemsintheirimplementationofTBLT?3.2researchesobjectsIntheprocessofthesiswriting,inordertoensurethatthesurveyresultsaremoreintuitive,reducetheworkloadofthesurvey,andconductthesurveymoreeffectively,thispaperrandomlyselects60teachersastheresearchobjectfromgradetwoinShijiazhuangNo.22middleschool,ShijiazhuangNo.44middleschoolandNo.27middleschool,whicharemainlyonthesamelevel.3.3researchesmethodsBeforeissuingquestionnaires,theauthorcollectedmaterialsaboutTBLTandsentthemtoteachers,sothatteacherscouldacquireknowledgebyreadingrelevantmaterials.Intheprocessofresearch,thisstudyusesthefollowingresearchesmethod:(1)QuestionnaireThisquestionnairesurveyisdesignedbasedonthequestionnairesurveyofGaoSuju’sthesis.Inacertaininspiration,theauthorbegantoprepareanddistributethequestionnairefromFebruary28th,collectedandanalyzedthedatatodrawaconclusion.Inordertoensurethatthesurveyisintuitive,savetimeandimprovetheefficiencyofthesurvey,randomsamplingmethodisadoptedinthissurvey.60teacherswererandomlyselectedfromthequestionnaire.Inthequestionnaire,60teachersfilledinthequestionnairethroughofflineway.Theinvestigationtimeis15minutes.Atotalof60questionnairesweredistributed,and60validquestionnaireswereobtained.Theeffectiveratewas100%.Questionnaire(AppendixA)contains16questions:questions1-5aredesignedtoinvestigateaboutteachers’cognitionofTBLT;Questions6to10aredesignedtoinvestigatetheimplementationofTBLT;Questions11to13aredesignedtoinvestigatetheproblemsencounteredintheimplementationofTBLT;Questions14to16aredesignedtoinvestigatetheevaluationofTBLT.（2）InterviewmethodThroughtheinterviewquestionsofYeWeilin’smasterthesis,theauthorgetssomeenlightenment.TheinterviewstartedonMarch3rd,inordertomakeupfortheinsufficiencyofthequestionnairesurvey,theauthorsupplementedtheinterview.Theinterviewwascompletedbytheauthoralone.twoteacherswereselectedfromthe60teacherswhoparticipatedinthequestionnairesurveyforface-to-faceinterview.ThebasisofextractionwastoselectateacherAwithhighfrequencyofusingTBLTandateacherBwithlowfrequencyofusingTBLT.Bothofthemareamongtheteacherswithhighcognitivelevelaccordingtothequestionnairesurveydata.Theinterviewwasconductedintheformofopenquestion.Theauthorusedtwowaystorecordaninterview:takingnotesandrecording.Theaimistodocumenttheinterviewprocessmoreclearly.Therearefourquestionsintheinterview,mainlyfromtheunderstanding,theproblemsintheimplementationprocess,thesolvingstrategiesandsoon.ThepurposeistoaccuratelygrasptheapplicationstatusofTBLTinEnglishreadingteachinginShijiazhuangNo.22middleschool,ShijiazhuangNo.44middleschoolandShijiazhuangNo.27middleschoolthroughthecommunicationwithteachers.ChapterFourResearchResultsandAnalysis4.1Statisticalanalysisoftheresultsofteacherquestionnairesurvey4.1.1Theinvestigationonteachers’cognitionstatusofTBLTTable4.1DoyouknowTBLT?frequencypercentageIunderstandGeneralunderstandingDonotunderstandNeverheardofit132423022%40%38%0%Itcanbeseenfromtable4.1that22%ofteachersarefamiliarwithTBLT,and40%ofteachersgenerallyunderstandit,whichindicatesthatmostteachershaveagoodcognitivefoundationforTBLT.Table4.2WhatwayyouusetolearnabouttheTBLT?frequencypercentageListentotheopenclassofexpertsListentothenewcurriculumstandardtrainingcourseTextbookguidanceColleagueslearnfromeachother11453118%75%5%2%Itcanbeseenfromtable4.2thatamongthe60teachers,thehighestproportionofthedataistolistentotheopenclassofthenewcurriculumstandard,followedbylistentoexpertlectures,readtextbookguidanceandexchangebetweencolleagues,accountingfor75%,18%,5%and2%respectively.Therefore,itcanbeseenthattheimplementationofTBLTforteachershasbeenorganized,improvetheefficiencyandqualityofmiddleschoolEnglishreadingteachinghaslaidasolidfoundation.Table4.3Whatisyourunderstandingof"task"inTBLT?frequencypercentageStudents’autonomousreadingAnswerthequestionsinthematerialbyreadingFillintheblankswithappropriateformsSetquestions-studentsreadwithquestions-answerquestions1318161322%30%26%22%Thedatashowthatthehighestproportionistoanswerquestionsthroughreadingmaterials,followedbyfillingintheblankswithcorrectforms,followedbysetquestions-studentsreadwithquestions-answerquestionsandstudents’autonomousreading,accountingfor30%,26%and22%respectively,theystillthinkthattocompletethe“task”istobeabletoanswerthequestionsinthereadingmaterialsaccurately,whichisnotessentiallydifferentfromthetraditionalcrammingteachingmode,andhasanegativeimpactonimprovingtheabilityofmiddleschoolstudentstouseEnglishknowledge.Table4.4What’syouropiniononTBLT?frequencypercentageVeryreasonableIt’sreasonableuncertainunreasonable1810201230%17%33%20%Theresultsshowthat53%ofthe60subjectsthoughtthattheywereuncertainandunreasonable,morethanhalfofthetotal.ThisshowsthattherearesomeproblemsintheimplementationofTBLTinmiddleschoolEnglishreadingclass,whichismainlymanifestedintheteachers’lowrecognitionofTBLT.Table4.5Howdoyouunderstandthemode,conceptandconnotationofTBLT?frequencypercentageKnowverywellGeneralunderstandingKnowitalittle10123817%20%63%Theresultsshowthat63%ofthe60teachersknowlessaboutTBLT,morethanhalfofthem.ThisshowsthatteachersstilllackdeepunderstandingofTBLT.Tosumup,mostteachers’understandingofTBLTremainsonthesurface,notreachingadeeplevel.Forexample,theunderstandingof“task”isbiased,thelackofexplorationofdetails,andthegeneralrecognitionisnothigh.Therefore,itisnecessarytoformulatecorrespondingimprovementmeasurestopromotetheapplicationandimplementationofTBLTinmiddleschoolEnglishreadingteaching.4.1.2TheinvestigationontheimplementationofTBLTTable4.6HowoftendoyouuseTBLT?FrequencypercentageFrequentlyusedGeneraluseLessusedNeveruse121830020%30%50%0%Asshownintable4.6,upto50%ofthesubjectschoosethelessusedTBLT,whichshowsthatmiddleschoolEnglishteachersdonotpracticetheTBLTenoughanduseitlessfrequently,fromtheside,itreflectsthatthereisacertainconflictbetweentheconceptofTBLTandtheconceptoftraditionalteaching.Therefore,upto50%ofteachersarestillusedtotraditionalteachingmethods,andtheimplementationofTBLTisnothigh.Table4.7IntheimplementationofTBLT,whatisyourgroupingbasis?FrequencypercentageAccordingtostudents’readinglevelBasedonpreviousteachingexperienceComprehensiveanalysisofstudents’learningattitude,wayandlevel8411113%68%18%Theresultsofthesurveyshowthat41teacherschoosetogroupandimplementTBLTmainlybasedontheirpreviousteachingexperience,accountingfor68%ofthetotalsurvey.ThisshowsthattheapplicationofTBLTinEnglishreadingteachingisnotbasedontheactualstatusofstudents,itismainlybasedontheirownsubjectiveexperiencetojudge,whicheasilyleadstotheteachers’grouping,taskdesignisdifficulttomeettheactualstatusofstudents,studentsaredifficulttosuccessfullycompletethe“task”,thenumberofteacherswhochoose“comprehensiveanalysisofstudents’learningattitude,wayandlevel”accountfor18%.ItcanbeseenthatintheprocessofimplementingandapplyingtheTBLT,teachersdesigntasksmorefromtheirownsubjectivewillandcognition,andlessfromtheactualstatusofstudents,whichisdifferentfromtheTBLTdesign,applicationshouldfollowtheprincipleof“student-centered”,whichiscontrarytotheapplicationeffectofTBLT,andalsohasanegativeimpactonmiddleschoolEnglishreadingteaching.Table4.8Whatdoyoupaymoreattentiontowhenassigningtasks?frequencypercentageAcceptanceabilityofstudentsClasstimeNumberofstudentsThetaskitself102212717%3%35%45%Thedatashowsthatamongthe60teachers,theproportionofchoosingtofocusonthetaskitselfisthehighest,followedbythenumberofstudents,students’acceptanceability,andfinallytheclassroomtime,accountingfor45%,35%,17%and3%respectively.Itcanbeseenthatthedesignofteachingcontent,thearrangementofteachingcontentandstudents’acceptanceabilityaretheimportantfactorsaffectingtheimplementationofTBLTinmiddleschoolEnglishreadingteaching.Table4.9WhichwayareyouusedtocarryoutmiddleschoolEnglishreadingteaching?frequencypercentageExplanation-practice-applicationPresentation-inquiry-analysispracticeReview-presentation-practiceconsolidationpractice4013767%22%11%Amongthe60subjects,40chosethewayofexplanation-practice-applicationtocarryouttheEnglishreadingmoduleteaching,accountingfor67%ofthetotalnumber.ThisshowsthatalthoughmiddleschoolEnglishteachers’cognitionoftheTBLTisrelativelyideal,andtheyhavealsocarriedoutsomepracticeinEnglishclassroomteaching,buttheyarenotsatisfiedwiththestatus,therearestillquiteanumberofteacherswhoareusedtousingthetraditionalteachingmethodof“explanationpracticeonebyone”tocarryoutEnglishreadingmoduleteaching,whichprovestosomeextentthattheimplementationofTBLTisnotideal.Table4.10Whatistheorderinwhichyouusethetextbook?frequencypercentageAccordingtothetextbookorderSelectthekeypointsTherewillbeexpansionbeyondthetextbook1240820%67%13%Thedatashowsthat40ofthe60teachersareusedtoteachingaccordingtothekeyteachingmaterials,thatis,teachingforthepurposeofexamination,accountingfor67%,morethan50%.ThisshowsthatundertheTBLT,teachersstilltakethecompletionofteachingtasksasthemaingoalwhenarrangingteaching.Tosumup,therearestillmanyproblemsintheimplementationofTBLT,suchaslackofsystematicbasisforgrouping,strongsubjectivity,deep-rootedtraditionalteachingideas,theimplementationofTBLTispoor.4.1.3TheinvestigationontheproblemsintheimplementationofTBLTTable4.11WhatarethemainproblemsintheimplementationofTBLT?frequencypercentageTaskcontentdesignTheoperationprocessistoocomplicatedClasstimeislimitedOrganizethestudentstocompletethetask34691157%10%15%18%Asshownintable4.11,34ofthe60subjectschose“taskcontentdesign”,whichisoneofthemaindifficulties,accountingfor57%ofthetotalnumberofthesurvey,morethanhalfofthetotalnumber.Therefore,howtodesigntheteachingcontentandorganizestudentstocompletetheTBLTprocessarethemaindifficultiesencounteredintheimplementationofTBLTinmiddleschoolEnglishreading.Therefore,itisnecessarytoimprovethecomprehensivequalityofteachers,guidethemtoestablishadvancedteachingideasandideas,andimplementtheteachingideaofTBLTintotheprocessofEnglishreadingclassroomteaching.OnlyinthiswaycanweimprovetheefficiencyofEnglishreadingclassroomteachingandachievetheteachingobjectivesofthenewcurriculum.Table4.12WhatdoyouthinkarethereasonsthatrestrictyoufromusingTBLT?frequencypercentageUndertheexamination-orientededucation,wehavetofocusonthetraditionalteachingmethodsRestrictionsonTeachers’professionallevelTheconceptoftask-basedteachingisnotclearTeachersarereluctanttospendtimeonresearch33817255%13%28%4%Asshownintable4.12,amongthe60subjects,theproportionofexaminationorientededucationmustadopttraditionalteachingmethodisthehighest,followedbyteachers’choiceofunclearconceptofTBLT,thethirdistherestrictiononTeachers’professionallevel,andthelastisteachers’timespentonresearch,accountingfor55%,28%,13%and4%respectively,thisshowsthattherearebothsubjectiveandobjectivefactorsinfluencingtheapplicationofTBLTinmiddleschoolEnglishreadingteaching.InordertopromotetheapplicationandimplementationofTBLTinmiddleschoolEnglishreadingteachingandachievemorefruitfulresults,wemustovercometheseproblems.Andcomparedwiththetraditionalteachingmode,TBLThashigherrequirementsforteachers’teachingphilosophy,teachingcontent,teachingdesignandtheimplementationofteachingprocess.WhetherteacherscanmaketimelychangestoadapttotheactualrequirementsofTBLTisthekeytothesuccessfulimplementationofthisteachingmethodinmiddleschoolEnglishreadingteaching.Table4.13Whatisthebiggestdifficultyyouencounterinorganizingstudentstocompletetasks?frequencypercentageStudentgroupingRolechangeClassroomcontentarrangementStudentreport41127187%18%45%30%Theresultsshowthatamongthe60teachers,thebiggestdifficultiesinorganizingstudentstocompletethetaskofEnglishreadingteachingarethearrangementofclassroomteachingcontents,studentreports,roleswitchingandstudentgrouping.45%,30%,18%and7%respectively.Thus,intheprocessoforganizingandimplementingthenewteachingmethod,howtodetermineandarrangetheteachingcontentofreadingclassandguidestudentstomakereasonablereportsarethemainproblemsofTBLTinmiddleschoolEnglishreadingclass.Tosumup,intheimplementationprocessofTBLT,themaindifficultyisthedesignoftaskcontent,andthemainreasonisthatteachersdonotunderstandthetaskthoroughly,lackofscientificbasis,andlackofin-depthresearchonTBLTunderthepressureofexam-orientededucation.4.1.4TheinvestigationontheevaluationofTBLTTable4.14WhatdoyouthinkoftheimplementationeffectofTBLT?frequencypercentageverynicecommonlyNotgoodItdidn’twork922181115%37%30%18%Itcanbeseenfromtable4.14that15%ofthe60teachersthinkthattheeffectofTBLTisverygood,and37%thinkthattheeffectofTBLTisaverage.ThedatashowsthatthemajorityofteachersagreewiththeeffectofTBLT,morethanhalfofthetotalnumber.ItcanbeseenthatTBLTisascientificandadvancedteachingmethod.Althoughitisrecognizedbymostteachers,therecognitionisnothigh.Table4.15WhatisthemainbasisforyourdailyevaluationofTBLT?frequencypercentageDailylearningevaluationPerformanceevaluationAcombinationofthetwo536198%60%32%Theresultsshowthatupto60.0%ofEnglishteachersarestillusedtousing“performanceevaluationbased”toevaluatetheeffectofTBLTinimprovingmiddleschoolstudents’Englishreadingteaching,andthetestorientationisstillrelativelyobvious,whichhasacertaindeviationfromtheimplementationvalueofTBLTadvocatedinthenewcurriculumteachingstandard.Table4.16DoyouthinkTBLTissuitableforEnglishreadingteaching?frequencypercentageVerysuitablecommonlyunsuited438972%13%15%Theresultsshowthat72%ofthe60teachersthinktheexistingtextbooksareverysuitableforTBLT,whichismorethanhalfofthetotalnumber.ThisindicatesthatthecurrentforeignEnglishtextbooksformiddleschoolsaresuitablefortheimplementationofTBLT.Atthesametime,combinedwiththecurrentsituationofmiddleschoolEnglishcourses,theEnglishtextbooksshouldbefurtherimproved.Teacherscanchoosetaskssuitableforstudents’actualsituationandarrangethemsystematically,ordigoutavailablematerialsfromtextbookstoserveTBLT,soastoeffectivelypromotetheimplementationofTBLTinEnglishreadingteaching.Ingeneral,althoughmostteachersaffirmtheimplementationeffectofTBLT,mostteacherslackscientificevaluationcriteriaandaremoresubjective.4.2Statisticalanalysisofteachers’interviewanswersRegardingtheresearchquestion,besidestheproblemsmentionedinthequestionnaire,whatotherproblemsdoyouthinkmayexistintheapplicationofTBLTinEnglishclass?Accordingtotheanswersoftheinterview,in2teachers,thatinadditiontotheaboveproblems,TBLTstillexistssomeproblems,butmainlyfocusedonhowtodetermineareasonabletask,howtoinspiretheenthusiasmofstudents’activethinking,howtomanagetheprocessofthetaskcompletionandhowtomeasurestudents’ability,thesearerestrictingtheobstaclefactorofteachingactivities.Inviewoftheresearchquestion,howdoyouthinktheseproblemsshouldbesolvedintheimplementationofTBLT?Accordingtotheanswersoftheinterview,teacherAbelievesthatthetaskdesign,implementationprocessandcomprehensiveevaluationshouldbeimprovedtomaximizetheagreementwithstudents’“abilitytoaccept”.Onlyinthiswaycantheteachinggoalofimprovingmiddleschoolstudents’Englishreadingabilitybeachieved.TeacherBthinksitisnecessarytoreadtheTBLTthroughandapplyTBLTaccordingtolocalconditions.Intermsofresearchquestion,objectivelyspeaking,TBLThasadvantagesanddisadvantages.WillyoucontinuetouseTBLTinthefuture?Accordingtotheanswersoftheinterview,teacherAwillcontinuetouseTBLT.ThereasonisthatTeacherAthinksTBLThasmoreadvantagesthandisadvantagesandcanimprovetheeffectofEnglishreadingteaching.However,TeacherBwillnotcontinuetouseTBLTbecausehebelievesthatTBLTmayleadtopolarizationofteachingandotherfactors.Regardingtheresearchquestion,inordertoimprovetheeffectivenessofTBLTintheteachingprocessofEnglishreading,whatimprovementsdoyouhopetomake?Accordingtotheanswersoftheinterview,teacherAbelievesthatTBLTshouldgrasptheessenceofthetheoryandgetridofthemisunderstanding.Forexample,TBLTshouldnotbegeneralized,andTBLTshouldnotbemistakenasthatthewholeclassmustusetheso-called“task”toteach.TeacherBbelievesthatthedesignoftasksshouldfocusontherealityofstudents,closetolife,andgivefullconsiderationtothecognitiveandemotionalneedsofstudents.Accordingtotheanalyzetheanswersoftheinterview,theauthorhaslearnedthattherearesomeacknowledgeddrawbacksofTBLTintheimplementationprocess,butthemeanstosolvetheproblemsarediversified,andTBLTstillneedstobeimprovedfrommanyaspects,whichrequiresteacherstocontinuetoexploreinthefutureteaching.4.3ThemainproblemsofTBLTinimplementationinEnglishReadingTeaching（14頁總結(jié)一一對應(yīng)）4.3.1HowtodesignthecontentofthetaskisdifficultInmiddleschoolTBLT,studentsarethecenterofTBLT.Althoughintheprocessofdesigningtasks,Englishteacherscandesignthedifficultyoftasksaccordingtotheactualsituationofstudents.However,atpresent,thenumberofstudentsineachclassofmiddleschoolisrelativelylarge.Therefore,intheprocessofdesigningtasks,thenumberofstudentsineachclassisrelativelylarge,andthedesignedtasksaredifficulttomeettheneedsofalllevelsofstudents,whichleadstomanymiddleschoolEnglishteachersarenotwillingtouseTBLTinreadingteaching.4.3.2HowtomanagethetaskcompletionprocessisdifficultItisdifficultforteacherstoeffectivelycontrolstudents’activitieswhenTBLTisusedinmiddleschoolEnglishreadingteaching,theefficiencyofclassroomfeedbackisalsolow.ThemainfeatureofTBLTistodecomposetheclassactivitiesintotasks.Studentscanlearnlanguageknowledgeandimprovetheirreadingabilitybycompletingthetasks.However,intheactualteachingactivities,EnglishteachersusuallyfindthatstudentsoftenusetheirmothertongueinsteadofEnglishtocommunicatewhentheyfinishthetaskandaskstudentstocompletethetaskingroups.Althoughteachersconstantlyremindandemphasizethisproblem,itstillcan’tbeimproved.4.3.3Howtomeasurestudents’abilityisdifficultThecurrentassessmentsysteminourcountrydeterminesthatitisdifficultformiddleschoolEnglishteacherstodeterminewhetherstudents’readingabilityisreal,theyonlyjudgethestudents’readingabilityfromwhetherthescoresofreadingquestionsareimproved,whichincreasesthedifficultyofapplyingTBLTinmiddleschoolEnglishreadingteaching,andalsomakesteachersinadilemmaintheactualteachingprocess.Ontheonehand,middleschoolEnglishteachershopetouseTBLTinEnglishreadingteaching.Afterdesigningcorrespondingtaskactivitiesforstudents,theycanletstudentsimprovetheirreadingabilityintheapplicationandexperience.However,ontheotherhand,teachersareafraidthattheapplicationofTBLTcan’timprovestudents’academicperformance,sotheycan’texplaintoparentsandstudents.Atthesametime,theschoolwilldirectlydenytheteachinglevelandteachingabilityofteachersbecauseofthepoorperformanceofstudents.ItcanbeseenthattheexistingexaminationsystemhasgreatlyaffectedtheenthusiasmofteacherstouseTBLTinEnglishreadingteaching,whichgreatlyinhibitstheapplicationofTBLTinmiddleschoolEnglishreadingteaching.4.4SuggestionsforpromotingtheapplicationofTBLTinEnglishreadingteaching4.4.1TheteachersshouldbegiventheoreticalguidanceandpracticaltrainingonTBLTInordertoimprovetheircomprehensivequalityandbroadentheirscopeofknowledge,middleschoolEnglishteachersinChinamuststrengthentheirstudy.Inthisway,theywillhaveabetterunderstandingandgraspoftheTBLT,adapttotherequirementsofTBLTonteachers’quality,andachievegoodresultsinreadingteaching.SchoolsoreducationalresearchdepartmentscantrainteachersinthetheoryofTBLT.Thetrainingcontentcanincludetheprocess,characteristics,design,stepsandprinciplesofTBLT.Organizeexperts,professorsandscholarstocarryouttheoreticaltrainingforfront-lineteachersonaregularbasis,sothatteachershaveaclearerunderstandingoftheconceptandimplementationofTBLTandcanapplyitwithease.Inaddition,expertscangodeepintotheclassroomandguidethefront-lineteacherstouseTBLTtoconductactualteaching.4.4.2Designreading“tasks”accordingtoreadingmaterialsandstudents’characteristicsTeachersshouldmakefulluseofthepreviouseffectivemethodstodesignreadinglearningtasks,designteachingaccordingtothespecificcharacteristicsoflearningcontentandstudents’characteristics,andachieveflexibleapplicationofTBLT.Thecarefuldesignofreadingtaskishelpfultoimprovestudents’initiativeandenthusiasminlearning.Thereadingtaskdesignedbyteachersshouldinvolvethecontentandtopicsthatstudentsareinterestedin.Thetaskmustbechallenging,andtheformofthetaskshouldbeflexibleandvaried.Whendesigningthetask,teachersshouldalsopayattentiontotheaccomplishmentofthetasktostudents.Atthesametime,theteachermusttakeintoaccountthestudents’mainpositionwhendesigningthetask,andfullyconsiderandgrasptheorder,difficultyandconnectionbetweendifferenttasks.Inaddition,teacherscanalsoconsidersettingupdiversifiedtaskforms.Forexample,forrelativelysimplereadingmaterials,teacherscanincreasethecomplexityofstudents’activitiesandtasks;Forreadingmaterialswithrelativelyhighdifficulty,teachersshoulddesigntasksandactivitiesfromeasytodifficult,stepbystep,andmakethetasksstepbystep.Forthoseactivitiesandtasksthatrequirestudents’abilityrelativelyhigh,teacherscandesignstudentstoworkingroupsandusetheenergyofallthestudentsinthegrouptocompletethemtogether.Ifthetaskisnottoodemandingofthestudent’sability,thestudentcanbeaskedtocompletethetaskindependently.4.4.3EstablishaperfectEnglishreadingevaluationsystemfortask-basedteachingFirstofall,theevaluationcontentofTBLTmustbecomprehensive.Theevaluationshouldnotonlyexaminestudents’abilitytousethelanguage,butalsoexaminestudents’learningstrategiesandinterests.Secondly,theevaluationformsofTBLTmustbediversified,includingformativeevaluationandsummativeevaluation,andthetwoevaluationmethodsshouldbecombinedtopayattentiontotheevaluationofnotonlythelearningresults,butalsothelearningprocess.ChapterFiveConclusionandLimitations5.1ConclusionThispapermainlyadoptsthemethodsofquestionnairesurveyandinterview,andrandomlyselectsthreemiddleschoolsinShijiazhuangwiththesameleveltostudyandanalyzethecurrentsituationofEnglishreadingteaching.TheresultsshowthattheeffectofmiddleschoolEnglishreadingteachingisrecognizedbymostteachers,butthedegreeofrecognitionisnothigh.TherearestillsomeproblemsintheimplementationofTBLTintheclassroom,suchasteachers’lackofin-depthunderstandingofTBLT,difficultyindesigningtaskcontent,anddifficultyinmeasuringstudents’ability.Tosolvetheseproblems,middleschoolEnglishteachersmustpayattentiontotheimprovementoftheircomprehensivequality,updateteachingconcepts,andextendtheimplementationtimeofTBLT.Inshort,weshouldfurtherpromotetheapplicationandpracticeofTBLTinmiddleschoolEnglishreadingteaching.Therefore,itisnecessarytoimprovethecomprehensivequalityofmiddleschoolEnglishteachers,carefullydesignreadingtasks,establishaperfectTBLTEnglishreadingevaluationsystem,andcreateagoodinternalandexternalenvironmentfortheapplicationofTBLT.5.2limitationDuetothelimitationsoftheinvestigationconditionsandtheauthor’sability,thispaperhassomelimitationsandtheresearchisnotdeepenough.Therefore,theresearchontheapplicationofTBLTinmiddleschoolEnglishreadingteachingisnotcomprehensiveandrepresentative.Duetothelittlenumberofcandidates,wecan’tdrawaverycomprehensiveandaccurateconclusion.Only60EnglishteachersfromShijiazhuangNo.22middleschool,ShijiazhuangNo.44middleschoolandShijiazhuangNo.27middleschoolareanalyzed.Itdoesnotrepresentallth