英语本科学位论文任务型教学法在英语阅读教学中的影响.docx
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英语本科学位论文任务型教学法在英语阅读教学中的影响
任务型教学法在英语阅读教学中的影响
郭美燕
(外国语学院2013届3班学号:
2009091306指导教师:
张玉姣)
摘要:
任务型教学模式在当今教育界已经成为一种趋势,而任务型阅读也逐渐引起人们的关注。
本文旨在探讨任务型教学法在英语阅读教学中的影响。
本文的受试者为非英语专业的19名学生。
本研究通过对任务型教学应用前后的学习者的阅读成绩的对比,并得出以下结论:
首先,任务型教学对阅读产生了影响。
其次,在任务型教学过程中,在完成预先设计的一系列有意义的活动的过程中,拓展了学生的元语言系统,并对其起到了一定的促进作用,从而提高了学生的学习兴趣。
总而言之,在英语阅读的各个方面都产生了积极的影响,而这些积极影响使得整个学习过程变得更加高效和充满乐趣。
期望本研究对英语阅读教学有一定的指导作用。
关键词:
任务型教学;阅读;影响
TheEffectsofTask-basedLanguageTeachingonCollegeEnglishReading
GuoMeiyan
SchoolofForeignLanguagesandLiterature,LongdongUniversity
Abstract:
Task-basedlanguageteachinghasattractingmuchattentionofmanyresearchersandeducators,sothisresearchaimstoexploreiftheeffectsoftask-basedlanguageteachingonEnglishreading.19non-Englishmajorsattendedintheresearch.Meanwhile,thequestionnaireonEnglishreadingandreadingmaterialsareusedandreadingperformanceoflearnersarecomparedbeforeandaftertask-basedlanguageteachingisappliedtoEnglishreadingclass.Theresearchfoundout:
1)TBLTaffectslearners’Englishreading.2)Thelearners’Interlinguasystemistobestretchedandencouragedtodevelopintheprocessoftask-basedlanguageteaching,byengaginginandaccomplishingthemeaningfulactivitiesdesignedbytheteacherbeforetheclass.Inaddition,positiveeffectsaremadeinEnglishreading,andthoseofpositiveeffectshavearousedlearners’motivationtoreading.ItishopedtohavetheguidingroleinfutureteachingofEnglishreading.
Keywords:
task-basedlanguageteaching;reading;effects
1.Introduction
Uptillnow,theteacher-centeredmodelisstillwidelyusedincollegeEnglishreadingteaching,manyteachersareusedtoadoptingtraditionalgrammar-translationteachingmethod,whichmakesstudentshavelittlechancetopracticeusingEnglishtocommunicatewithothers.Meanwhile,theirreadingabilitiesareespeciallypoorbecauseoftheirlimitedvocabularyandbackgroundknowledge,soseriousmethodshavebeenputforwardtodealwiththoseofproblems.Forexample,TheNewEnglishCurriculumStandardsin2001advocatesTask-basedLanguageTeaching,andexplicitlypointsoutthatTBLTcandevelopstudents’comprehensiveabilityoflanguageuseinthecourseofEnglishteaching.However,theresearchontask-basedlanguageteachingisintheexperimentalstageinChina.Althoughmanyresearchers(Nunan,1999;Willis,1996;Crooks,1991;etc.)havefoundthatapplyingTBLTtoEnglishreadingcanimprovestudents’readingabilities,buttherearestillsomequestionsremainingtobesolved.Consequently,thisresearchhasbeenmadeandspannedaboutthreemonthsinordertoprovethatTBLTteachingmethodcouldpromotestudents’readingabilities.ThisresearchisexpectedtohavepositiveeffectsonthefuturecollegeEnglishteachingandlearning.
2.LiteratureReview
Englishhasbecomethepredominantlanguageintheworldandmostofthewell-knownpublicationsandadvancesinthefieldsofscienceandtechnologyhaveeitheremergedfromtheEnglish-speakingcountriesorhavebeenpresentedintheEnglishlanguage.ReadingproficientinEnglishhasbecomeanecessaryforthepurposeofunderstandingresearchinscienceandtechnologyaswellasofnegotiatingbusinessamongpartners.Yetthisproficiencyrequiresmorethansimplebeingabletounderstandthelanguage.Theabilitytousethetargetlanguagetoperformvarioustasksinthefieldofstudyandlifeisalsoamust.InordertosearchforaneffectivewaytoimproveEnglishlearningintheChinesecollegeEnglishcontext,researchersinthisfieldgivevariousdefinitions.
2.1ThedefinitionofTBLT
Nunan(1999,24)definestask-basedlanguageteachingasfollows.“Task-basedlanguageteachingisanapproachtothedesignoflanguagecourse,whichthepointofdepartureisnotanorderedlistoflinguisticitems,butcollectionsoftasks.InTBLT,theteachersaskthelearnerstocarryoutataskorsometasks,providinganenvironmentthatbestpromotesthenaturallanguagelearningprocess.Duringthecourseofthetaskaccomplishingactivities,learnersarebelievedtoincreasetheirlanguageproficiency.Inbrief,task-basedteachingistogetthestudentstolearnthelanguageandotherrelevantknowledgebydoingthetasksandusingthelanguage.TBLTemphasizestheimportanceoforganizingacoursearoundcommunicativetasksthatlearnersneedtodooutsidetheclassroom,andstresseslearnersdoingtasksthatrequirecommunicativelanguageuse.”“Ataskisapieceofworkoranactivity,usuallywithaspecificobjective,undertakenasapartofaneducationalcourse,atwork,orusedtoelicitdateforresearch(Crooks,1986).”Thetaskisapieceofmeaningfocusedworkinvolvinglearnersincomprehending,producingandinteractinginthetargetlanguage.Thetaskrelatestotherealityandcanbecompletedbyusinglanguage.Itfocusesonexpressinglearners’ideasandfindingagoodwaytosolvetheproblemtheymeetinlearning.
2.2TheapplicationofTBLTinEnglishReadingclass
ComparedwithTeacher-centerednessteachingmethod,TBLT(theshortformoftask-basedlanguageteaching)isfrequentlypromotedasaneffectiveteachingapproach,superiortotraditionalmethods,andsoundlybasedinboththeoryandresearch.Ithasachievedsomethingofthestatusofaneworthodoxy.However,theresearchontask-basedlanguageteachingisintheexperimentalstageinChina,TheNationalEnglishLanguageStandards,publishedin2001,Hu(2005,15)stronglyadvocatestask-basedlanguageteaching,thelatestmethodologicalrealizationofcommunicativepedagogy”.Threeyearslater,inthespringof2004,theStateMinistryofEducationissuedCollegeEnglishCurriculumRequirements(ForTrialImplementation)whichstipulatedthattheaimofCollegeEnglishistodeveloplearners’abilitytouseEnglishinanall-roundway(2004,1)andin2007theneweditionoftheCollegeEnglishCurriculumRequirementsholdsthattheaimofCollegeEnglishistodevelopstudents’abilitytouseEnglishinawell-roundedway(2007,25),which,inasense,highlightedthepromiseofthejourneytoTBLTinourcountry.
Meanwhile,readingisaveryimportantpartofEnglishteaching.Itisalsotheeffectivewayofgettingusefulinformation.TBLThasitsownadvantages,andtheseadvantagescansolvesomeoftheproblemsexistinginthereadingclassofhighvocationalcolleges.TherearesomeoftheadvantagesthatTBLTcauseswhenitisappliedinthereadingclass.Firstly,tasksaregiventostudentsatthebeginningofthereadingclass.Asforthesamereadingtasks,thereareknowledgegap,abilitygap,informationgapandculturegapbetweendifferentstudents.Inordertofinishthetasks,thestudentsneedtocollectinformation,arrangeandsumupthem,andthensolvetheproblems.Soitcantrainstudents’abilitiesoflearningandexploringindependently.Secondly,eachstudentundertakestasks.Allstudentskeeponcommunicatinginformationandfeelings,exchangingideaswiththelanguagetheyhavelearned.Thatistosay,thefocusonmeaningandcommunicationwouldgreatlymotivatethestudentstolearnautonomouslybyhavingopportunitiesinparticipatinginallkindsofactivities.Itisinfavorofformingastudent-centeredclassroom.Thirdly,becausetasksarealwaysactivitiesinwhichthetargetlanguageisusedbythelearnerforacommunicativepurposeinordertoachieveanoutcome(Willis,1996).Thatistosay,TBLThasspecificgoalindetail,itisbeneficialtoarousingstudents’learningmotivation.Intheprocessoffinishingthereadingtasks,thestudentsareeasytoseethevalueoflearning,toexperiencethesuccessoflearning,bothofwhichcanstimulatetheirinterestinginEnglishreading,andcanmakethemmoreactiveinreadinglearning.Atlast,inordertocompletethetasks,morethanonelanguageknowledgeandskillsareneeded,soitisinfavorofimprovingstudents’integratedpragmaticlanguagecompetence.SothewritersharestheopinionthatimplementingTBLTinteachingreadingincolleges.Andillustratethepointwithanexperiment.
3.TheoreticalBackground
ThisthesisisonthebasisofthetheoreticalonTBLT.WhilethetheoreticalbasisforTBLToriginatesfromawiderangeofaspects:
psychology,socio-linguistics,languageacquisitionandcurriculumtheoryandsoon.
Inthissection,abriefintroductionismadeonLanguageAcquisitionTheory.Theearlysupportforcontent-basedinstructioninthesecondlanguagedevelopmentisKrashen’sInputHypothesis(1982,1985,1989).Itclaimsthatsecondlanguageacquisitionresultsfromcomprehensibleinputprovidedinsufficientquantitieswithinarealcommunicationsituation,andthatlearnerssubconsciouslyacquirenewlinguisticstructuresbyunderstandingmessagesthatcontainthesestructures,withtheaidofextra-linguisticinformationfromthecontextinwhichthemessageareembedded.OxfordandScarcella(1992)pointoutthat“ifstudentsareactivelyengagedinmeaningful,relatedtheme-basedtasks,theygainrepeatedexposuretoKrashen(1982)viewsthelearners’emotionstateorattitudeasanadjustablefilterthatfreelypasses,impedes,orblocksinputnecessarytoacquisition,inhistheory,learners’highmotivation,self-confidence,andlowpersonalanxietyaregoodforsecondlanguageacquisition,RodgersandRichards(2002,183)arguestheaffectivesideofthelearnershasaprofoundinfluenceonlanguagelearning.Goodlanguagelearnersareoftenthosewhoknowhowtocontroltheiremotionsandattitudesaboutlearning(Naiman,Frohlich,&Todesco,1985;Wenden,19886).Positiveemotionsandattitudescanmakelanguagefarmoreeffectiveandenjoyableintheirlearningprocess.WhileTheOutputHypothesisSwain’s(1985,1995)highlighttheopportunities