Adaptive Improvement Strategies of Task-Based Teaching Method in Higher Vocational English Teaching

With the deepening of the "double high" construction of higher vocational education and the reform of English teaching, traditional teaching methods have problems such as low participation, weak practicality, and insufficient learning conversion rate in stimulating students' participation and improving their practical language application ability. To this end, this paper introduces "TBLT" and combines the ability structure and growth characteristics of higher vocational students to explore its adaptive improvement strategies in actual teaching, so as to improve the efficiency of classroom language interaction and autonomous learning ability. The study takes "Unit 2 Friendship" teaching as the starting point, designs an English teaching program that integrates task orientation, group collaboration and situational practice, and refines the dimensions of task design, including language input and output, visual creation, thinking organization and cooperative awareness. During the implementation process, by setting pre- and post-evaluation indicators, participation observation scales and task performance scoring standards, the changes in students' language ability and learning motivation are systematically monitored. The results showed that TBLT performed significantly in improving students' English output accuracy, classroom participation and group cooperation: the average improvement rate of oral assessment of students in the experimental group reached 24.5%, the frequency of active questioning and interaction in class was significantly higher than that of the control group, and the average score of autonomous learning ability increased to 4.4 (out of 5 points). This study verifies the effectiveness of TBLT in higher vocational English teaching scenarios and proposes feasible improvement paths, such as hierarchical task allocation, heterogeneous group configuration and staged task feedback mechanism, to further promote the refinement of students' comprehensive language literacy.