Exploratory Study on the Application of Task Based Language Teaching to Junior High School English Reading Instruction

Abstract

Driven by the concepts of core competencies and the new curriculum standards, junior high school English reading instruction is undergoing a transformation from traditional knowledge transmission to a balanced emphasis on competence development and practical application. Task‑Based Language Teaching (TBLT) emphasises the use of authentic, meaning‑oriented tasks to guide students in learning through practice, with a focus on enhancing their comprehensive language ability and autonomous learning capacity. This paper reviews the theoretical foundations of TBLT, analyses its practical advantages and real‑world challenges in junior high school English reading teaching, and proposes targeted optimisation strategies and pathways based on theoretical discussion. The paper also presents a concrete teaching design to illustrate how the theory can be applied in instructional settings. The study indicates that scientifically sound task design, teacher professional development, differentiated grouping, and diversified assessment mechanisms are important guarantees for improving the effectiveness of junior high school English reading instruction and promoting the overall development of students’ core competencies.