Application of TaskBased Learning in Secondary English Teaching刘翠兰.docx

Application of TaskBased Learning in Secondary English Teaching刘翠兰.docx

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ApplicationofTaskBasedLearninginSecondaryEnglishTeaching刘翠兰

Content

中文摘要...........................................................1

关键词.............................................................1

Abstract..........................................................2

Keywords..........................................................3

1.Introduction....................................................4

2.Contentoftask-basedteaching..................................42.1Definition....................................................4

2.2Basicelements...............................................5

2.3Basicprinciples.............................................5

2.4Thetask-basedteachingcharacteristicsandprinciples.......6

3.Theprerequisiteoftask-basedteaching.......................7

3.1Prerequisite................................................7

3.1.1Theteachercleartasks....................................7

3.1.2Studentsanalysistasks....................................8

3.2Theoreticalbasis...........................................8

3.2.1Humanism...................................................8

3.2.2Constructivism.............................................9

4.Theproblemsexistinginthetask-basedteachingprocess........10

5.Task-basedteachingmodelcomparedwithtraditionalteachingmethodshowadvantages......................................................................................................12

6.Conclusions....................................................15

References........................................................16

ApplicationofTask-BasedLearninginSecondaryEnglishTeaching

论任务型教学法在中学英语教学中的应用

摘要:

20世纪50年代以来，语言教学经历了三个时期，每个时期都受到语言，语言学和学习理论的影响，产生了许多教学法，如听说法，直接法等。

而我国经济和信息化的不断发展，使得英语的地位越来越高。

而中学作为学生的起步阶段，更应该对英语的教学引起高度的重视，在这个时候任务型教学成为了提高学生英语交际能力的主要方式。

任务型教学于90年代在理论上逐步成熟，学者们提出了诸多理论也开展了诸多实践研究。

在国外，Long是较早研究任务型语言教学的学者之一。

他在1985年给任务的定义是：

“任务是我们为自己或他人无偿或有偿地做的一些事情，比如给孩子穿衣服、填写表格、到商店买鞋。

换句话说，任务就是人们在生活、工作和娱乐中所做的各种各样的事情。

Nunan也是较早研究任务型语言教学理论和实践的学者之一，对任务的定义中有两点值得特别注意：

（1）任务是课堂上的学习活动：

（2）学习者在完成任务的过程中其注意力主要集中在表达意义上，而不是在操作语言形式上。

英国语言学家Willis指出，任务学习法的理论框架包括前期任务、任务环和语言点三个部分。

他还对传统的“讲解——练习——运用”教学法进行了分析，并与任务学习法作了对比后指出，基于任务的学习以学生为中心，更有利于促使学生主动探索语言。

Willis的任务教学法为实施任务型教学模式提供了理论框架和操作技巧。

以上这些观点阐明了任务型教学很早就被提出，而在当今不断的被发展与运用。

本篇论文以人本主义心理学及建构主义学说理论框架，研究任务型教学法在中学英语教学中的应用情况。

任务型教学法在中国实施后，老师的角色有了明显的改变，课堂逐渐变为以学生为中心，学生在任务完成中通过意义协商、合作、竞争等方式进行互动和交流，学生的自主性，学生的学习动机和学生的交际能力都等到了进一步的发展；与此同时，对英语学习十分有利的学习环境得以建立。

任务型语言教学与传统英语教学相比有其独特的特点，在课堂教学中很多老师都越来越重视任务性语言教学在英语教学的应用。

长期以来的语法翻译法，采用以教师为中心的课堂教学模式。

英语教学无法达到交流信息的目的，这背离了英语教学的宗旨。

如果我们希望在教学活动中有效地实施任务型语言教学，这就需要我们对任务型教学的含义、特点以及任务型英语教学的框架与步骤和任务性语言教学设计的原则要有充分的认识和了解。

任务型语言教学的兴起并得到许多一线教师的认同，其中一个主要原因就是任务型语言教学的倡导者并不排斥语法教学，反而更加重视和强调学生应用所掌握的语言知识去表达有意义的思想，完成任务。

任务教学法是指教师通过引导语言学习者在课堂上完成任务,来进行的教学。

笔者从其基本内涵出发,根据任务型教学的根本原则,探析了任务型教学的基本步骤和注意事项,提出自己的见解和看法。

关键词:

任务型教学,中学生英语,任务,应用

Abstract:

Since1950s,languageteachinghasexperiencedthreeperiods.Eachperiodhasbeeninfluencedbylanguage,linguisticsandlearningtheories.Manyteachingmethods,suchaslistening,directmethod,etc..Andourcountryeconomyandthecontinuousdevelopmentofinformationtechnology,makeEnglishmoreandmoreimportant.Asthestartingstage,thesecondarystudentsshouldpaymoreattentiontoEnglishteaching.Atthistime,thetask-basedteachinghasbecomethemainwaytoimprovestudents'communicativecompetence.

Task-basedteachingtheoriesgraduallymatureinthe90's,scholarshaveputforwardalotoftheoriesandcarriedoutmanypracticalstudies.Inforeigncountries,Longisoneoftheearlieststudiesoftask-basedlanguageteaching.In1985,hegavethedefinitionofthetask:

"thejobissomethingthatwedoforourselvesorothers,forfreeorpaid,suchaswearingclothesforchildren,fillingoutforms,buyingshoesintheshop.Inotherwords,thetaskistodoallkindsofthingsinlife,workandplay.Nunanisoneofthescholarswhostudythetheoryandpracticeoftask-basedlanguageteaching,whichisworthpayingspecialattentiontothedefinitionofthetask.

（1）Thetaskistostudyintheclassroom.

（2）Intheprocessofcompletingthetask,itsattentionismainlyfocusedontheexpressionofmeaning,butnotintheformoflanguage.BritishlinguistsWillispointedoutthatthetheoreticalframeworkofthetasklearningmethodincludesthreepartsofthepre-task,taskringandlanguagepoints.Healsomadeananalysisofthetraditionalteachingmethod,andcomparedwiththetaskbasedlearningmethod,whichisbasedonthetaskbasedlearningtostudentsasthecenter,moreconducivetothestudentstoactivelyexplorethelanguage.Thetask-basedonWillisprovidesatheoreticalframeworkandoperationalskillsfortheimplementationofthetaskbasedteachingmodel.Thesepointsillustratethattaskbasedinstructionhaslongbeenputforward,anditisbeingdevelopedandappliedinthepresenttime.

Inthisthesis,westudytheapplicationoftaskbasedteachingmethodinmiddleschoolEnglishTeachingintheframeworkofhumanisticpsychologyandconstructivismtheory.Aftertheimplementationofthetask-basedteachingmethodinChina,theteacher'srolehasbeenchangedobviously.Theclassroomisgraduallybecomingstudentcentered.Thestudentshavetheabilitytocommunicateandinteractwitheachother.

Task-basedlanguageteachinghasitsuniquecharacteristicscomparedwiththetraditionalEnglishteaching.Manyteacherspaymoreattentiontotheapplicationoftask-basedlanguageteachinginEnglishteaching.Englishteachingcannotachievethepurposeoftheexchangeofinformation,whichdeviatesfromthepurposeofEnglishteaching.Ifwewanttocarryoutthetask-basedlanguageteachingintheteachingactivities,thisrequiresustohaveafullunderstandingofthemeaning,characteristicsandtheprinciplesoftask-basedEnglishteachingandlearning.Oneofthemainreasonsisthattheadvocatesofthetask-basedlanguageteachingarenotexcludedfromthegrammarteaching.

Task-basedteachingmethodistoguidelanguagelearnersintheclassroomtocompletethetask,tocarryouttheteaching.Accordingtothebasicprincipleoftask-basedteaching,theauthorprobesintothebasicstepsoftask-basedteaching,andputsforwardhisownviewsandopinions.

Keywords:

task-basedteaching,Englishforsecondarystudents,task,application

1.Introduction

Task-basedTeaching（Task-basedLanguagewould）referstotheteachersbyguideLanguagelearnerstocompletetheTaskofTeachinginclass.Risesincethe1980sanemphasison"doinghighschool"（learningbydoing）languageteachingmethod,isthedevelopmentofcommunicativeteaching,languageeducationhasattractedwidespreadattentionintheworld.Inrecentyears,the"todothingswithwords"（doingthingswiththelanguage）teachingtheorygraduallyintroducingthebasisofEnglishclassteachinginourcountry,isoneofChina'sforeignlanguageteachingreform.Thetheoryisthat:

themasteryoflanguageismostlyusedinactivitiesasaresult,ratherthanjusttheresultofthetrainingoflanguageskillsandlanguagelearning.Intheteachingactivities,teachersshouldrevolvearoundaparticularcommunicationandlanguageprograms,designaspecificandoperationaltasks,studentsthroughtheexpression,communication,negotiation,explainandaskallsortsoflanguageactivityformtocompletethetask,suchastoachievethegoaloflearningandmasteringthelanguage.Task-basedteachingmethodistoabsorbthepreviousadvantagesformedbyavarietyofteachingmethods,itandotherteachingmethodisnotexclusive.

2.Contentoftask-basedlanguageteaching

2.1Definition

TBLTreferstoatypeoflanguageteachingapproachwhichlearnersaregiventaskstocompleteintheclassroom.Itmakestheassumptionthattransactingtasksinthiswaywillengagenaturalisticinquisitionalmechanismscausetheunderlyinginterlanguagesystemtobestretched,anddrivedevelopmentforward（Skehan1998）.InTBLT,thestartingpointfordesigninglanguagecoursesisnotanorderedlistolinguisticitems,butacollectionoftasks（Nunan2001）.Hence,atthispoint,itisfirstlynecessarytodefinewhatitismeantbytaskinordertounderstandthenecessityofthisapproachintermsoflanguageteaching.

Thetermof“task”hasbeendefinedandinterpretedinavarietyofwaysbythetheoristsinmanyfieldssuchaspsychology,sociology,languageteaching,andsecondlanguageacquisition,etc.

Long（1985）defined“task”asapieceofworkundertakenforoneselforforothers,freelyorforsomerewards,fromtheperspectiveofsociallife.Crookes（1986）regarded“task”asanactivitywhichhadaconcretegoalinteaching.Hisdefinitionbrings“task”intotheconceptionofteaching.Nunan（1989）arguedthattaskwasapieceofclassroomworkwhichinvolvedlearnersincomprehending,manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionwasprincipallypaidonmeaningratherthanform.Thetaskshouldalsohaveasenseofcompleteness,beingabletostandaloneasacommunicativeactinitsownrightwithabeginning,amiddleandanend.Hisdefinitionismorecompleteandincludessomecomponentsofatask:

settings,learners,goalsandactivities,etc.Andhefirstlyfocusesonmeaningthanform,butinhislatermonographs,healsomentionstheimportanceofform.Willis（1996）andRichards（1998）bothpointedoutthecorefunctionofatask:

usinglanguagetoachievesomegoals.

Basedontheseviews,Skehan（1998）summarzedfiveteaturesofataskinhisACognitiveApproachtoLanguageLearning:

（1）Meaningisprimary.

（2）Learnersarenotgivenotherpeople’smeaningstoregurgitate.

（3）Thereissomesortofrelationshiptocomparablereal-world