【正文】 ack second language acquisition. In other words, students? municative petence is very poor. Problem analysis In my teaching, the problem identified was really a serious problem. My preliminary research confirmed that there were 3 main reasons. Firstly, traditional approach is mainly used in the teaching, although Taskbased Language Teaching Methodology is promoted in the New Strategies of China. In class I just pay attention to grammar and structure of English, but ignore municative activities. Secondly, the teaching is teachercentered and like a duckfeeding process. The activities are always controlled ones. The activities are always controlled ones. The students are occupied in listening to me, taking notes, responding to my questions. They are quite passive and behave like an audience. Lastly, the students lack confidence. It?s difficult for them to learn English. There is few realworld language environments to use English .They only regard English as knowledge which they must pass an exam instead of a mean of munication. Analytic method Many of my students can?t express themselves freely in English and they lack municative petence. They always make errors at meaning or form even if they know grammar points. The problem made me think of the other side of the ☆☆☆ 第 2 頁 共 34 頁 issue: a few top students do well in listening and speaking. This made me think of these: Why most don?t, while a few do? Who are they? Moreover, “My students” are in contrast with “My colleagues? students”, this prompted me to make a chain of reflections. What about some of my colleagues? students? Is it also the case that they can?t express themselves freely in English ?On the other hand , if they are good at municating in English ,then my problem is actually caused by me myself ,not by my students. Perhaps my lesson plan is poorly designed or my teaching approach is inefficient. Through the above analysis I realized that my problem is probably caused by my teaching technique. Cause analysis I considered my problem from the teacher?s side, the students? side, and the class size side. In this situation, I asked myself a series of questions and tried to provide some answers to them. In order to know more about this problem, I designed a cause exploration procedure like this: ? The teacher?s side that is me myself Is it because the teaching step is poorly designed? Yes Is it because my teaching approaches aren?t keeping up with the times? Yes Is it because that I don?t have enough enthusiasm? Maybe Is my voice not loud enough for the students at the back to hear? Maybe ? The students? side Is it because they are not motivated? Maybe Is it because they do not think it important and necessary to use English municatively? Probably Is it because they have some difficulties unsolved by themselves? Maybe Is it because they lack confidence? Yes Do they regard the teacher as their helper? No ? The class size My class has 57 students. Such a big class may have some negative effects. The ☆☆☆ 第 3 頁 共 34 頁 class is too noisy. Some of them aren?t concerned enough. Of all the causes, I believed that the teacher was mainly responsible for the failure. I wanted to know what my students thought about the problem. Questionnaire Survey I made a pilot investigation in this respect to know more about the situation. For this purpose, I designed a research procedure like the follows. One day, I changed my teaching style, which I had a Taskbased Teaching trial. I taught Unit 2 of the textbook Go for it .The title was “Is this your pencil?” I guided the students to do 4 taskbased activities in pairs/groups. Meanwhile, I asked them to do taskbased learning at the same style after class. The next day, I got the following feedback: More than 20 students performed the conversations. More than 12 pairs made their own conversations pointing at their school things. Most students felt interested in the activities. A few students still felt difficult and shy. Then I asked them two questions: 1) Why have quite a few students done well in oral munication? The students? responses: They wanted to speak English all the time and they also felt interested in doing the taskbased activities with partners. 2) Why have a few students been poor in oral munication? The students? reasons: First, most of them thought the teacher had emphasized grammar all the time and oral munication was not too important. Second, they thought they had got used to learning on their own and pair work / group work wasn?t easy to anize well. Third, they lacked confidence and language needed to speak English in class. Since quite a few students had a great improvement at oral munication after I changed my teaching style, I designed a questionnaire (See Appendix A) to find out why it should be so. I intended to get more detailed, more exact opinions from all the students through the questionnaire. And I tried to make it as scientific and effective as possible. At first I asked four students who were of different English levels to try out the questionnaire. Then I modified some of the items. After that I gave one of my questionnaires to my students and gave them fifteen minutes to finish it. All of them, 57 ☆☆☆ 第 4 頁 共 34 頁 students, returned their questionnaires which were left anonymous. When all these data came in, I made some statistical evaluation. The results showed that over 70% of the students thought taskbased activities could improve their oral munication and that about 77% of them thought oral munication was interesting. But they needed to get high scores in the exam and had t