Chapter One Introduction
1.1 Background of the Research
Strictly speaking, English teaching of art majors is different from that of the other collegestudents. On the one hand, in College Entrance Examination, there is a comprehensive way toassess students’ performance of both general knowledge courses and specialized courses, whichleads to a common situation that students always get poor records in general knowledge tests. Onthe other hand, great English achievement gap, low interest in learning, and the incorrectconception about learning are also the existing problems we are faced with.The common phenomenon we are often confronted with in the reading teaching of artmajors are that: for one thing, class interaction between students and teachers are often gets intoa dilemma. As a result, teaching efficiency is at a disadvantage. Meanwhile, the teachers’teaching plan can’t be finished in time, thus, a vicious circle of learning is created. For anotherthing, students always show little interest, even worse, assume passive attitude to the questionsthat teachers raise in the classes. Art majors are used to take a desultory attitude to learning,which to some extent leads to the serious situation that students are indifferent to learningknowledge in class, even their scores in tests.In a word, traditional reading teaching model can not satisfy to improve art majors’ readingefficiency. However, for the author’s point of view, there are some unique advantages for artmajors. For instance: first, art majors maintain independent personality in there daily lives andstudies. Second, they have huge potential to accept and comprehend new knowledge. Third, theyare better at communicating with others, etc.
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1.2 Significance of the Research
The notion of Task-based Language Teaching, TBLT for short, has long been established inforeign language teaching since the term was introduced, and has been widely proved to beeffective in English teaching. Implicitly-graded Instruction, on the other hand, has causedextensive concern in recent years. A few scholars studied about the combination of these twoteaching method and the results was quite satisfactory. However, the researches of art majors arestill in vacancy. Following are some distinct significances of this research. Firstly, this research is expected to be helpful to English teachers in art schools to find asuitable teaching method in their daily teaching. English teachers in art schools may pay moreattention to art majors’ learning difference between art majors and common college students, andtry to find an effective way to overcome the common problems we are facing in English teachingof art majors such as the great achievement gap, low learning interest and tedious atmosphere. Itis hopeful that this study may be able to shed some light on the improvement and development.Secondly, this research is hoped to be helpful to Chinese art majors. In the process ofcompleting the tasks under implicit grading, students are engaged in every phase of the task, inwhich they can get hang of the knowledge and the language skills through actively participation.Furthermore, implicit grading makes it possible to assign tasks according to students’ ability,which is conducive to protect students’ self-respect and self-efficacy, as well as promotingstudents to take an active part in language ，英语论文网站，英语论文题目
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