Analysis of taskbased approach in college English class implementation problems and countermeasures.docx
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AnalysisoftaskbasedapproachincollegeEnglishclassimplementationproblemsandcountermeasures
Analysisoftask-basedapproachincollegeEnglishclassimplementationproblemsandcountermeasures
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PaperKeywords:
ProblemsandCountermeasurestask-basedapproachbenefitsAbstract:
task-basedapproachisafocusonthespecificpurposeofteachingteacherstodesignavarietyoflanguagelearningtasks,learnerscompletethetaskintheprocessofnaturalacquisitionoflanguageteachingmethods.Basedontheauthor’ssummaryofthetask-basedteachingpracticeteachingincollegeEnglishteachingintheimplementationprocessoftheadvantagesandtheproblemsanddifficultiesencountered,andthecorrespondingcountermeasures.
I.Introduction
Languagelearningisacomplexprocess.Teachingresearchersforthestudyoflanguageteachingneverstopped,andavarietyofteachingmethodschangeoftendizzying.1980s,basedonthecommunicativeapproachproducedanewteachingmethod-task-basedteaching.Today’seducationadvocateandrespected‘people-oriented’and‘learning-oriented’,inthiscontext,task-basedapproachStudentsfocusontheapplicationofabilityandcreativityistheresponsetothistrend.XiaJimeirecommendedcollegeEnglishteachingshouldbetask-basedapproachtohelpstudentsoutofclasssmallworld,thecommunityintotheclassroom,theclassroomextendstothecommunity,studentsashumanresourcesdevelopmentviabilityandabilitytowork.[1]
Second,task-basedapproachincollegeEnglishteachingintheadvantagesofThetraditionalEnglishteachinghasbeenbasedonteacher-centeredteachingandlearningprocesstofocusonlyonimpartingknowledgeofthelanguage,ignoringtheabilitywithlanguageteachingapproachotherthanthetask-basedapproachreflectstheteacher-led,student-centeredteachingprinciple,inlinewithmodernteachingphilosophy,foreignlanguageprofessionshouldlearnfromChina[2].
(Atask-basedapproachTask-basedteaching(task-basedlanguageteachingapproach)isatask-coreunit,planning,organizing,implementinglanguageteachingapproach[3]toaspecifictaskmotivationormotivationtocompletethetaskduringthelearningprocesstoshowthewaytoreflecttheresultsofthetaskofteachingsuccess.Here,‘task’isnotasinglelanguage,butrathertobelearnersusethetargetlanguagetosolvethecommunicationproblem,theprocessistocompletethetaskwiththelearnersinlanguageteachingfutureapplicationofthelanguageindailylifetogether.task-basedteachingideasandeffectivelanguagelearningisnottaughtinnature,butexperienceofitsemphasisonbothprocessstressresultsfromthemethodbywhichtocreatetheopportunitytolearnanduselanguagetoorganizationofteaching,learningactivitiesandlearningasimportantascontent.
Thetaskofforeignlanguageteachingintheclassroommeansthatlearnersusethetargetlanguageforcommunicationactivitiesinordertoachievearesultinthecompletionofthetaskactivities,thelearnerisalwaysactiveinapositivestateofmind,amongparticipantsinthetaskcommunicationprocessisaprocessinordertocompletethetask,learnerswithmeaning-centered,effortstomobilizeavarietyoflanguageandmeaningofnon-verbalresourcestobuild,inordertoachievethepurposetosolveacommunicationproblem.
(Twotask-basedapproachincollegeEnglishteachingintheadvantagesofChengXiaotangthattask-basedteachingofthemainadvantagesare:
1helpresolvelong-standingtraditionoflanguageteachingproblems;
(2)helptooptimizestudentlearning;3conducivetoacomprehensivedevelopmentoftheoverallqualityofstudents;4willhelptostimulatestudents’motivationtolearn;5conducivepersonalizedlearning;6conducivetothedevelopmentofself-learningabilityofstudents.[4]HuanQileftthattask-basedteachingisbasedonteachingobjectivesselectedfromareal-lifetasks,task-orientedtrainingstudent’scommunicationskillsandothercapacities,andknowledgeofforeignlanguageteaching,itisconsideredbettertodevelopcommunicativecompetenceofcontemporarymethods.[5]
Ipracticeandteachingofstudentsthroughasurvey,summedupthetask-basedteachingintheuniversityEnglishclassroomimplementationalsobringsthefollowingbenefits:
(1)task-basedteachinginlargeclassesofcollegeEnglishclassestohelpsolvetheproblem,Iimplementedlarge-classschoolteaching,classsizevariesfrom80or90morethan60peoplearethetraditionalmodeofteachingaretheteachersteachthestudentslistentorecorded,theresultisonlyasmallnumberofstudentsineachclasslectures,classroominstruction,sayingtheinefficientteaching,teachingpoor,whileinthe‘task-based’teaching,eachpersonistheexecutorofthetask,studentscompleteaseriesofspecificdesignofthe‘task’tousetheprocesstoachievethepurposeoflanguageandlanguageacquisition;
(2)task-basedteachingcanhelpstudentsdeveloppositiveemotionalfactors.IbroughtthecollegeEnglishclassEnglishproficiencyofstudentsisgenerallylow,onlyahandfuloftopstudentsandthesestudentsinsecondaryschoolhasbeentheattentionofthegroupnottobeateacher,whileinthepresentcollegeEnglishclass,regardlessofthelevelofEnglish,Everyoneclassroomparticipants,thetaskexecution,andcooperationamongteammembersinvolvedintheprocessofcompletingthetaskcanexperienceasenseofprogressandachievement.Thisformofgreatlyincreasedtheopportunitiesforlanguagepracticeforeveryone,createdafavorableenvironmentforlanguagelearning,asenseofcollectiveglorytranscriptandpeerpressuretohelpimprovelearningmotivation,caneffectivelystimulatethemotivationofstudents,helpstudentspositiveemotionsandhealthycharacter.
Third,task-basedapproachincollegeEnglishclassimplementationproblemsandcountermeasures(A)ThequestionForeignlanguageteachingisaverycomplexeducationalactivities,fromgrammar-translationmethod,directmethodtoheardthatlaw,andsofromthecognitiveapproachtothecommunicativeapproachhasitsownrationale,havetheirownadvantages,thereisaone-sided,notperfectSimilarly,task-basedapproachhasitsownshortcomings,andtherearemanyproblemstobesolved.Heretheauthorinthetask-basedteachingpracticetodiscussseveralissuesencountered.
1,thelimitationsoflanguagelearningenvironment
Task-basedteachingoriginatedintheWest,teachingEnglishasasecondlanguageobjecttolearn,learningisdesignedtointegrateintothetargetlanguagecommunity,tosolvereal-lifeproblems,sotheirlearningistheuseofhighschoolinreallife.InChina,theChineselanguageenvironment,learningEnglishisforeignlanguageacquisition.Noimmersionlanguagecontext,studentslikethelanguageusedinavarietyofactivities,whichtosomeextent,weakenedthetask-basedapproachinlanguageteachingtherole.
2,thetraditionalteachingmethodsrootedimpactonstudents
Asforeignlanguagelearningenvironmentanddifferencesinculturaltraditions,languagelearnersintheWesternhabitoflearninginlearningthereisahugedifferenceintheWesttotheoutput-basedforeignlanguagelearning,asstudentscompletethetaskintheprocess,generate,understandandapplyknowledgeoflanguageandcommunicationofknowledge,developmentoflistening,speaking,reading,writingandlanguageskillsandcommunication,consultation,coordination,cooperation,communicationskillsofChineselearnersaccustomedtotheinput-basedlearning,theclassroomteacher-led,knowledgeoflanguagecenter,theprocessisre-languageknowledge,languageskills,light,theresultislackofcommunicationskillsinteachingpractice,teachersfoundthatstudentsaccustomedtotraditionalteachingmethodsusedtotask-basedapproachisdifficult,studentsfeelthatteachersdonotteachenoughknowledgetothem,orareaccustomedtopassiveacceptanceofknowledgestudentshavethisquestion:
‘ourownschool?
wasalsoateachertodo?
’
3,task-basedteachingisdifficulttograsptheprogressofteaching
Teachersinthegroupdiscussionandpresentationoftheprocessofmissionmustbetoactasmentorstomonitorthoseeffects,includingdiscussionoftimeandtasktimereportingcontrol,butsometimesthetaskbecausethesubjectofdiscussionorconsiderationbecausethestudentsplayspacereason,teacherswillnotbeinterruptedhalfwaysowillresultinalongtime-consumingteachingcontent,thusaffectingtheprogressofteaching.
4,thedesignofthetaskactivities
Formostteachersistask-basedapproachisanewteachingmodel,teachersdesignactivitiesinselectedtaskslackofexperience,whichusedtraditionalteachingmethodsforteachersisachallenge.HowtodesignareasonabletaskactivitiesisveryimportantIfthetaskofactivitiesdesignedbyteachersintheclassroomcanplayacatalyticrole,andthatteachersshouldpreparealotofmaterialinotherwords,teachersandstudentstobereadytointeractwiththechosendirection,thentheteacherwasrequiredtopreparestudents,unpredictableofallprograms.
5,thecurrentevaluationsystemdoesnotmatchwiththetask-basedteaching
AtthisstageofthecollegeEnglishcurriculumforstudentsevaluationisbasically‘atryforlife,’summativeassessment-thefinalexamandgradeexaminations,whilethetask-basedteachingisalsoemphasizedthattheresultsofbothprocess-oriented,thismeanstheendoftheassessmentclearlydoesnotreflectitsteachingandlearning.
(Twomeasuresandmeasures1,‘threenoes’-cooperativelearning
Inthecontextoflargeclasses,studentsofEnglishvaries,thestu