完整版任务式教学在高中英语教学中的应用毕业论文Word格式文档下载.docx

完整版任务式教学在高中英语教学中的应用毕业论文Word格式文档下载.docx

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motivationandinterestarestimulated,andthecognitiveabilityisdeveloped.Allthiswillbetherealwealthfortheirfurtherdevelopment.

Keywords:

Englishteachinginseniormiddleschools;

task-basedapproach;

necessity;

practice

任务式教学在高中英语教学中的应用

摘要:

任务型教学是二十世纪八十年代以来外语教学研究的重要课题，国家教育部在新的英语课程标准中明确提倡实施任务型的教学途径。

在前人的基础上，本文探讨了任务型教学在我国高中英语教学中实施的必要性和具体应用。

首先，论文介绍了任务型教学方法在语言教学中的研究和发展。

接着，它明确了任务的定义和任务型教学方法在语言教学中的框架。

然后，论文又描述了任务型教学法在语言课堂中的原则，包括题材的设计和任务的设计。

紧接着，这篇论文探究了教师和学生在以任务型教学方式主导的语言课堂中的角色。

它详细地说明了任务型教学方法在英语语言教学中的优势。

继而，论文还着力探讨了任务型教学在我国高中英语教学中具体的实施方法。

根据Skehan提出的任务型教学的原则和实施模式，在我国高中英语教学中实施任务型教学的课堂教学可以分为六个步骤:

任务前、任务中、计划、报告、分析和实践。

任务前要在语言知识方面和任务内容方面做准备。

任务中教师要督促任务的进程。

接着，学生给班上同学做口头的或者书面的任务报告，老师作出评价。

最后，学生对本单元的语言内容进行操练。

为了展示任务型教学法如何在语言教学中的实际运用，作者用了《电脑与你相关》（大学英语第二册，第十二课）的例子来阐述。

任务型教学使学生在学习中激发起良好的学习动机和兴趣，发展认知力，使学生的学习和人格都能够“可持续发展”。

关键词:

高中英语教学；

任务型教学；

必要性；

应用

Contents

Abstract

摘要

Introduction

Chaper1.TheFrameworkofthetask-basedlanguageteaching

1.1Definitionof“Task”

1.2TheGoalsofthetask-basedlanguageteaching

Chapter2.PrinciplesofTask-basedApproach

2.1Threeprinciplesformaterialsdesigners

2.2Principlesoftaskdesigning

Chaper3.RolesoftheteacherandstudentsinTBLT

3.1Teacher’sroles

3.2Students’roles

Chaper4.TheapplicationofTBLTinEnglishteachinginChina

4.1Thesixsteps

4.2HowtoapplyTBLTinthepracticalteaching

Chaper5.TheAdvantagesofTBLTinEnglishteaching

Conclusion

Bibliography

Acknowledgements

Thethelastonecharacterizedbyasearchformoreeffectivewaysofteachingsecondorforeignlanguage.Thecommonestsolutiontothe“languageteachingproblem”wasseentolieintheadoptionofanewteachingapproachormethod.（Richards&

Rodgers,2001:

244）.Intheearlypartofthetwentiethcentury,theDirectMethodwasenthusiasticallyembracedasanimprovementoverGrammarTranslation.Inpracticeitstoodforthefollowingprinciple:

Concretevocabularywastaughtthroughdemonstration,objects,andpictures.

Inthe1950s,somelinguistsandlanguageteachingexperts,suchasLeonardBloomfieldatYale,CharlesFriesdevelopedanewlanguageteachingmethodology-theAudio-lingualMethod.Itbelievesthatforeignlanguagelearningisbasicallyaprocessofmechanical.Uptothe1970s,duetotheinfluenceofsociolinguistictheoryofcommunicativecompetence（Hymes,1972）andtheneedtodevelopeconomyinEurope,theCommunicativeLanguageTeachingemergedinWesternEurope,thenallovertheworld.IntheChina,aftertheadoptionofCLT,greatchangesplacesinthelate1990s.AlargenumberofEnglishlanguageteachersteachingpracticethey’veavoidedusingL1,payinglittleornoattentiontogrammar.Worsestill,manytraditionalbutvaluableteachingmethodsabandoned.So,somewhatdisappointedly,thisinnovationdoesnotseemtobringaboutasignificantimprovementinChinesestudents’communicativecompetence.

Recently,theideaoftask-basedlearningandteachingresearchers’attentioninEFLteaching.Theemphasisonthetask-basedlearningandteachingisreflectedinsomecurrentresearch（CrookesandGass,1993a,1993b;

SkehanandFoster,1997;

Long,1985;

andJohnson,1996）.Thereisnodoubtthatthelate1990sisknowninappliedlinguisticsas“TheAgeoftheTask”（Johnson,2001:

194）.

Manylinguists,includingM.Canale（1980）,Krashen（1982）,Long（1983）,Prabhu（1987）,D.Nunan（1989）,JaneWillis（1996）,P.Skehan（1996）,R.Ellis（1999）etc,-depththeoreticalorempiricalstudiesonTBLT.Theyareunanimousintheimportanceofusingtasksinclassroom,andtheirviewpointpedagogy,syllabusdesignandthemethodoflanguageacquisitionstudy.Atpresent,thepracticalimplementationoftask-basedteachingandlearningprogramsinChinawhichfocusonsocial,cultural,andeverydaylearning.Task-basedapproachesarealsousedinmodernlanguageteachingprogramsinEurope（CanlinandEdelhoff1982;

CarterandThomas1986）;

learningforspecificpurposes（WatersandHutchinson1985）;

andforEFLESLintheUnitedStates（Long1985;

LongandCrookes1989）,India（Prabhu1987a）,andAustialia（Nunan1988,1989）.Rutherford（1987）relationtogrammar,andWillis（1987）outlinesalexically-basedsyllabusstemmingfromtheCOBUILDdictionary.EssentiallywhattheseTask-basedapproachescommonisthattheygivetheopportunityforjointdecision-makingintheinteractiveprocessoflearning（Foley,1991:

70-1）.

Chapter1.TheFrameworkofthetask-basedlanguageteaching

1.Definitionof“Task”

Themeaningof“Task”giveninvariousways.Long（1985:

89）defines“task”asthis:

apieceofworkundertakenforoneselforforothers,freelyorforsomereward.Inotherwords,by“task”itismeanteverydaylife,atwork,atplay,andinbetween.Nunan（1989:

10）defines“task”as:

apieceofclassroomworkwhichinvolveslearnersincomprehending,producingorinteractinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform.Willis,J.（1996:

53）givesthemeaningof“task”as:

agoal-orientedactivityinwhichlearnersuselanguagetoachievearealoutcome.Skehan（1998:

95）listscharacteristicsof“task”as:

（1）meaningisprimary;

（2）thereissomesortofrelationshiptocomparablereal-worldactivities;

（3）taskcompletiontermsofoutcome.

2.TheGoalsofthetask-basedlanguageteaching

Task-basedlanguageteachingisanapproachwhichoffersstudentsmaterialwhichtheyordertoachieveagoalorcompleteatask.Muchlikeregulartasksthatweperformeverydaysuchasmakingthetea,writinganessay,talkingtosomeoneonthephone,TBLTseekstodevelopstudents’interlinguathroughprovidingataskandthenusinglanguagetosolveit.InEnglishteachingclassrooms,theteachers’concernformeaning-basedactivitiesandtheresearchers’investigationofpatternsofinteractionsuggestatask-basedapproachtoforeignlanguageinstruction.Task-basedinstructiontakesafairlystrongviewofcommunicativelanguageteaching.Itisthetaskwhichdrivesthelearner’ssystemforwardbyengagingacquisitionalprocesses（Long&

Crookes,1993）.Itisthetaskwhichistheunitofsyllabusdesign（Long&

Crookes,1991）.Atask-basedapproachseesthelearningprocessasoneoflearningthroughdoing;

itisbyprimarilyengaginginmeaningthatthelearner’ssystemisencouragedtodevelop.

Basically,therearethreepedagogicgoalsfortask-basedapproaches.Thethreegoalsareaccuracy,complexityrestructuringandfluency（Skehan,1994）:

Accuracyobviouslyconcernsrelationtotherulesystemofthetargetlanguage.Complexityconcernstheelaborationorambitionofthelanguagewhichisproduced.Theprocesswhichenablesthelearnertoproducemorecomplexlanguageisrestructuring.Fluencyconcernsthelearner’scapacitytoproducelanguageinrealtimewithoutunduepausingor.

InordertoachievethethreegoalsinEnglishteachingandlearningclassroom,manytaskswouldusuallybedoneinaframeworkwhichwasdevelopedoveraperiodoftimeandprovedtobeeffective（Willis,1996:

52）.Learnersbeginbycarryingoutacommunicationtask,usingthelanguagetheytalkorwriteabouttorecordingsofotherpeopledoingthesametask,orreadsomethingrelatedtothethemeofthetask,againrelatingthistotheirownexperienceofdoingthetask.Theframeworkcanbesummarizedas（Willis,1996:

53）:

PRE-TASK→TASKCYCLE→LANGUAGEFOCUS.Thistask-basedframeworkisusefulinclassroomlanguageteaching.Thecommunicationtaskitselfiscentraltotheframework.Suchataskmayinvolvestudentproductionoflanguageormaybelinkedtoaspokenorwrittentext.

Task-basedLearningoffersanalternativeforlanguageteachers.Inatask-basedlesson,theteacherdoesn'

tpre-determinewhatlanguagewillbestudied,andthelessonisbasedaroundthecompletionofacentraltask.Thelanguagestudiedisdeterminedbywhatofanewsystemforrealizingfamiliarmeanings.InnaturalSLAcircumstances,wewanttounderstandwhatothersmean,andthengoontoseekornoticewordingsthatexpressthose