摘　要

听力是语言能力的一个重要组成部分，听力教学也理应成为英语教学的一个重要内容。英语新课程标准提出实施任务型教学法，通过完成教师所设计的任务，促进学生达到所学语言目标。本文从初中英语听力教学的角度入手，探讨了任务型教学法在初中听力教学的可行性及有效性；并结合对比试验阐述任务型教学法在初中听力教学的实际应用。为了验证此研究的效果，得到学生的反馈信息，本文使用了访谈和调查问卷。结论：任务型语言教学法能提高学生的听力水平，增强学生的学习兴趣，值得提倡。

关键词：任务型语言教学；初中英语；听力
 
Abstract

It is well known that listening comprehension is an important component of language ability, therefore teaching listening comprehension shall be a crucial part of English teaching. English Curriculum Standard requests task-based teaching model, which can help students to reach the language goals through completing the tasks offered by instructors. This paper starts from junior middle school listening teaching course, to discuss the feasibility and validity of task-based language teaching approach in listening teaching; and combine with contrast experiment to elaborate the application of task-based language teaching approach. In order to testify the effect of this study, and get feedback, questionnaire and interview are adopted. Conclusion: TBLT can improve students’ listening skill, and arouse their learning interest, it is worth advocating.

Key words: Task-based Language Teaching; junior middle school listening; teaching

1 Introduction
1.1 Purposes of this study
This paper has two purposes: firstly, exploring effective approach in junior middle school listening; secondly, to discuss whether TBLT can enhance learners’ English listening interest. As an ability, listening and understanding what was heard is one of goals in junior middle school teaching. What’s more, as a mean of learning English, listening is a necessary in mastering English. Learning to speak, pronunciation also need listen. So, enhancing listening skill is essential in teaching and learning of junior middle school English teaching. From junior middle school English textbooks, it is explicit that the Chinese edition is adapted from the original Go For It series by David Nunan, adapted by People’s Education Press and Cengage Learning Asia Pte Ltd. It adopts Task-Based Language Teaching mode, converging topic, communicative function and language structure, forms a set of step by step lively learning procedures.