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因此，本文旨在对任务型教学法理论的研究和在初中课堂中的应用来提高英语教学质量。

关键词:

任务型教学法初中英语教学运用

Abstract

In2001,TheNewCurriculumStandardforcompulsoryEducationwasissuedbyMinistryofEducationofChina,itstatesthatoneoftheurgentdutiesofeducationis“toinspireandfosterthestudents’interestinlearning,developtheirabilitiesofself-learningandcooperativelearning.Inthejuniorhighschoolperiod,thestudentshouldmastertheintegratedskillsoflanguageusingforrealcommunication.”Inordertomeetthisgoal,Task-basedLanguageTeaching（TBLT）isputforwardandcarriedoutintheEnglishCurriculumCriterion,andtheEnglishCurriculumCriterionpointsoutthatteachersshouldusetasksintheirlanguageclassroomsasmuchaspossibleinsteadofpurelyteachinginlanguageknowledge.Throughalmosttenyearstheorystudyandpracticeexploration,itisbelievedthattheTBLTisoneofthemosteffectiveapproachesinjuniorhighschoolEnglishteachingtomakestudentsactiveandinterestedinlearningandexploringtheirpotentiallanguageabilities,evokingtheirenergytousethelanguagecreativity.

Therefore,thethesisaimsatstudyingthetheoryoftheTask-basedLanguageTeachingApproachandputtingitintotheuseofthejuniorhighschooltoenhancethequalityofthelanguageteaching.

KeyWords:

Task-BasedLanguageTeachingjuniorhighschoolapplicationEnglishteaching

Contents

Introduction………………………………………...1

Chapter1TheOverviewoftheTask-basedTeaching

Approach……..........................................................1

1.1.Definitionofthetask……………...……….……….……….……..1

1.2Taskcomponents...............................................................................2

1.3ThedefinitionofTask-basedLanguageTeaching..............................2

Chapter2TheConnationoftheTask-basedTeaching

Approach.......................................................................3

2.1.ThetheoreticalunderpinningofTask-basedTeachingApproach......3

2.2MainfeaturesofTask-basedTeachingApproach...............................3

2.3AimsofTask-basedTeachingApproach.............................................4

Chapter3TheAdvantagesoftheTask-basedTeaching

ApproachinJuniorHighSchool.................................5

3.1.ThetraditionalteachingmethodFive-stepTeachingmodel..............5

3.2TheTask-basedteachingapproach.....................................................6

3.3ThecomparisonbetweenthetraditionalandnewTask-basedlanguage

Teaching..............................................................................................6

Chapter4TheImplementationoftheInteractiveEnglish

TeachingintheJuniorHighSchool

4.1PrincipalsofTask-basedLanguageTeachinginjuniorhighschool....7

4.2Theframeworkofresentingtasksinthejuniorhighschool.............8

4.3StepsindesigningaTask-basedprogram...........................................9

4.4FactorsaffectingtheimplementationofTask-basedTeachinginjuniorhigh

School...................................................................................................10

4.41Therolesofteachersandstudents…........................................11

4.4.2Theprincipleoftaskdesign………………….........................12

4.4.3Thedisagreementinthedifferentenvironment....................13

Conclusion……………………………………….........................15

Notes................................................................................................16.

Acknowledgements……………………………………………....16

Bibliography……………………………………………………...17

Introduction

In2001,TheNewCurriculumStandardforcompulsoryEducationwasissuedbyMinistryofEducationofChina,itstatesthatoneoftheurgentdutiesofeducationis“toinspireandfosterthestudents’interestinlearning,developtheirabilitiesofself-learningandcooperativelearning.Inthejuniorhighschoolperiod,thestudentshouldmastertheintegratedskillsoflanguageusingforrealcommunication.”Inordertomeetthisgoal,Task-basedLanguageTeaching（TBLT）isputforwardandcarriedoutintheEnglishCurriculumCriterion,andtheEnglishCurriculumCriterionpointsoutthatteachersshouldusetasksintheirlanguageclassroomsasmuchaspossibleinsteadofpurelyteachinginlanguageknowledge.Throughalmosttenyearstheorystudy,itisbelievethattheTBLTisoneofthemosteffectiveapproachinjuniorhighschoolEnglishteachingtomakestudentsactiveandinterestedinlearningandexploringtheirpotentiallanguageabilities,evokingtheirenergytousethelanguagecreativity.

Chapter1TheOverviewoftheTask-basedTeachingApproach

Task-basedLanguageTeachingisakindofteachingmethodbytakingconcretetaskasthemotivationofstudy,takingtheprocessofcompletingtaskastheprocessofstudy,presentingachievementbydisplayingtaskresult.Underthiskindofteachingenvironment,theteachersblendoneormoreteachingtargetstotheconcreteteachingactivity,letthelearnerscarryoutateachingtargettoacquiretheabilitiesmoreaggressiveandactive.Task-basedLanguageTeachingisakindofteachingmodewhichhasinfluenceinthelanguageteachingactivityinrecentyears.

1.1Definitionofthetask

Researchabouttaskshasbeenconductedsincethethirtiesofthenineteenthcentury,andtheterm"

task"

hasbeendefinedinavarietyofways.Ingeneraleducation,andinotherfieldssuchaspsychology,therearemanydifferentdefinitionsoftasks.Thereisalsoquiteavarietyformwithinthefieldofsecondlanguagereading,asLongmandictionaryillustrates:

（Ataskis）apieceofworkundertakenforoneselforforothers,freelyorforsomereward.Thus,examplesoftasksincludepaintingafence,dressingachild,fillingoutaform,andsoon.Inotherwords,by'

task'

ismeantthehundredandonethingspeopledoeverydaylife,atwork,atplay,andinbetween.（Longman1985:

89,citedinNunan,2001:

24）

Formthisone,wecandrawonthefollowingfeaturesabouttask:

itisapieceofmeaning-focusedwork,apieceofworkinvolvinglearnersandcommunicativelanguageskills,andaseriesofinteractionswhichareneededtomeetthelearners'

ends.Thedefinitionwehavelookedatshareonethingincommon:

theyallimplythattaskinvolvecommunicativelanguageuseinwhichtheuser'

sattentionisfocusedonmeaningratherthanlinguisticstructure.

WhileinthediscussioninNunan（1985:

5）,wehaveadefinitionof"

adoptedinthisthesisfollowWillis:

....byataskimeantanactivitywhichinvolvestheuseoflanguagebutinwhichthefocusisontheoutcomeoftheactivityratherthanonthelanguageusedtoachievethatoutcome.（Willis1990:

127）

1.2Taskcomponents

Asthetermofcomponentsoftask,manyresearchershaveattempttoidentify.However,inanalyticterms,Nunan（1989）suggeststhatthetaskwillcontainsixcomponents:

goals,input,activities,teachersrole,learnerrole,andsetting.

（1）Agoal:

Goalsexpressbroadlywhattheresultsofacertainexperiencewillbe.（goalsofTBLaretodevelopstudents'

communicativecompetenceincludingsociolinguisticcompetence,discoursecompetenceandstrategiccompetence）

（2）Input:

Taskscontainsomeformofinputdatawhichmightbeverbalornon-verbal,whichtheindividualhastodealwithwhenperformingatask.Apparentlythesematerialsareobjectiveandcanbeusedineverydaylife.Andthiscanresultinashort-termachievement,leavingthelearnersthesenseofsuccess,whichwillsurelyenhancetheleaners'

interestsandmotivation

（3）Activity:

theperformanceofataskitselfonthebasisofgoalsandandinputs,notexercises.Anactivityisinsomewayderivedfromtheinputandsetsoutwhatthelearnersaretodoinrelationtotheinput.

（4）Rolesforteachersandlearners:

LearnersareConversationalparnterwhileteachersarefacilitators,organizers,monitorsandsometimespartnerstospecifywhatisregardedassuccessfulcompletionofthetask.

（5）Setting:

classroomorganizingfrom,e.g:

pairwork,groupworkandson.

1.3ThedefinitionofTask-basedLanguageTeaching

Task-basedLanguageTeaching（TBLT）startedinthelate1970sandtheearly1980s.ItwasDavidNunanwhoproposedsuchanapproach.Nunan,aneminentauthorityintask-basedlanguageteachingmaintainsthat"

settingspecifictasksforstudentssothattheyactasiftheywereusingthelanguageinreallife--thisispartoftheessenceoftask-basedteaching."

OneoftheauthoritiesonTBL,Skehan,arguesforadefinitionofalanguagetaskinwhich"

acommunicationproblemistobesolvedwhichbearssomerelationshiptoreal-wordactivities...thatthetaskshouldmirrorreal-lifesituationsanddecision-makingasfaraspossible."

Task-basedLanguageTeachingapproachhasevolvedinresponsetoabetterunderstandingofthewaylanguagearelearned.itsideaistogivelearnerstaskstotransact,ratherthanitemstolearn,andprovideanenvironmentwhichbestpromotesthenaturallanguagelearningprocess.

Chapter2TheConnationoftheTask-basedTeaching

Approach.

Nowadays,attributingtotheworldmultipolarization,economicglobalization,educationinternationalization,theinklingofinformationtimes,andentranceintoWTOandboomingdevelopmentofadvancedscienceandtechnology,itisurgenttodriveaheadquality-orientededucation,whichisthemainrhythmofChinesebasiceducationreformanddevelopmentinthetwenty-firstcentu