Application of TBLT to English Reading Class in Junior High School 任务型教学在初中英语阅读教学中的Word文档下载推荐.docx

Application of TBLT to English Reading Class in Junior High School 任务型教学在初中英语阅读教学中的Word文档下载推荐.docx

《Application of TBLT to English Reading Class in Junior High School 任务型教学在初中英语阅读教学中的Word文档下载推荐.docx》由会员分享，可在线阅读，更多相关《Application of TBLT to English Reading Class in Junior High School 任务型教学在初中英语阅读教学中的Word文档下载推荐.docx（54页珍藏版）》请在冰豆网上搜索。

然而，在英语教学中，尤其在英语阅读教学中怎样运用这种教学模式是一个值得研究的课题。

基于以上原因，本文旨在探讨以下问题：

1）任务型阅读是否能够激发学生学习英语的兴趣？

2）任务型阅读是否对于提高课堂效率提高学生阅读能力有帮助？

3）实施任务型阅读教学是否比传统的阅读教学方法更能促进学生学习成绩的提高？

本文研究的目的主要是探讨任务型教学在英语阅读教学中的应用，从而找到提高学生英语阅读能力和培养学生英语阅读兴趣的方法。

本论文作者先对本校初中英语阅读教学现状进行了问卷调查研究，找到了英语阅读教学中存在的问题，然后通过实验试图在初中英语阅读教学中贯彻实施任务型教学的理念，对初中英语任务型阅读教学进行研究。

作者在葫芦岛市实验中学的初二的两个平行班中118名学生中进行了实验。

其中实验班60人,控制班58人.实验时间从2007年9月到2008年3月.笔者通过测试和采访收集数据信息。

实验结果显示，采用任务型教学的班级比采用传统教学法教学的班级在阅读方面成绩取得了更为显著的进步，平均成绩比对比班高出2.02.从而说明任务型语言教学能够有效运用于初中英语阅读课堂，提高了学生的阅读水平。

实践证明该理论在我国初中英语阅读教学实践中的可行性，为初中英语阅读教学改革提供一些参考。

关键字：

任务型语言教学，初中英语阅读教学，阅读任务

Abstract

Reading，oneofthefourbasiclanguageskills，isanimportantapproachtogettingEnglishinformation.Oncetheabilityofindependentreadinghasbeendeveloped，thestudentscanstudyindependentlyformingthesolidbasisfortheirfuturestudies.Hence,readinghasbeendrawntheacademicconcernsofTEFLbothathomeandatabroadforalongtime.Anenormousamountoftime,moneyandeffortisspentinteachingreading,however,noremarkablesuccesshasbeenreceived,andthestudents’competencehasn’treachedthelevelrequiredbytheteachingsyllabus.

Fortunately，theEnglishCurriculumCriteriaisbeingcarriedoutthroughoutChina，anditadvocatestheapproachoftask-basedteachingandlearning，whichwouldcompletelyenhancetheinstructionalsituationinwhichstudentslearnknowledgepassively.ButhowtoemploythemodelinteachingEnglish，especiallyinteachingEnglishreading，isathemeworthexploring.

Themainquestionsaddressedinthisstudyareasfollowing:

1）CanTBRimprovestudents’interestinEnglishlearning?

2）IsTBRhelpfultoimprovetheeffectoftheEnglishclassandthestudentslearningorfacilitatestudents`readingability?

3）Cantask-basedreadingimprovethescoresofstudents?

Inthisstudy,theauthorattemptstoinvestigatetheapplicationofTask-BasedLanguageteachinginthejuniorEnglishreadingclassroomwithaviewtoimprovingthestudents’readingcompetenceandenhancestheirinterestinreading.Inthisthesis,theauthormakestheinvestigationsaboutthesituationofreadingteachinginherschoolandpointsouttheproblems,andattemptstostudytheimplementationofTBLTinreadingclass.

Thecurrentthesistriestogettheapprovalbymeansofcarryingouttask-basedreadingexperimentsintwoparallelclassesinGrade8ofHuLudaoexperimentalmiddleschool.Oneclassisanexperimentalclasswith60students，andtheotherclassisacontrolclasswith58students.TheexperimentlastedfromSeptemberof2007toMarchof2008.Accordingtotheresults,weknowthatthemeanofexperimentalclassesis2.02higherthanthatofcomparativeclasses.

TheresultsoftheexperimentshowtheexperimentalclassthatadoptsTBLThasmoreremarkableprogressthanthecontrolclassthatadoptstraditionalteachingmethod.ThatindicatesthatTBLTcanbeusedinthereadingclassroomeffectivelyanddesigningdifferentandpropertaskscanincreasethestudents’readingability.

Keywords:

Task-basedlanguageteaching,juniorEnglishreadingteaching,readingtasks

Contents

ChapterIIntroduction.1

1.1Significanceandpurposeofthisresearch.1

1.2Thestructureofthethesis.3

ChapterIILiteratureReview.4

2.1Task-basedlanguageteaching.4

2.1.1Whatisatask.4

2.1.2Thedefinitionoftask-basedlanguageteaching.5

2.1.3ThecharacteristicofTBLT.6

2.1.4TheprinciplesofTBLT.7

2.1.5ThecomponentsofaTBLTframework.8

2.2TheoreticalbackgroundofTask-basedlanguageTeaching.9

2.2.1Constructivism..9

2.2.2SecondLanguageAcquisition.10

2.2.3InputandInteractionHypothesis.11

2.3AbriefreviewofboutReading.12

2.3.1TheSchemaTheory.12

2.3.2Readingmodels.12

2.4ReadingTasks.14

2.4.1DefinitionofReadingTasks.14

2.4.2FeaturesofReadingTasks.14

2.4.3ComponentsofReadingTasks.15

2.4.4TypesofReadingTasks.19

2.4.5FeaturesofJuniorEnglishReading…………………………………………………22

2.4.6BasicPrinciplesforDesigningReadingTasks.24

ChapterIIIExperiment26

3.1Investigationofteachingreadinginjuniorschools.26

3.l.1Classroomobservation.26

3.1.2Investigationsfromthestudents.26

3.1.3Pointouttheproblem……………………………………………………………….29

3.2experimentdesign.29

3.2.1Purpose.29

3.2.2hypothesisoftheproblem..29

3.2.3Subject29

3.2.4Theinstruments.30

3.2.5Theprocedure.30

3.2.5.1Pre-test………………………………………………………………………30

3.2.5.2Theteachingtechniqueinthecontrolclass…………………………………30

3.3.5.3ApplicationofTBLTinreadingclassintheexperimentalclass………….31

3.2.5.3.1DesigningReadingTasks………………………………………….31

3.2.5.3.2AFrameworkofTBLTinReadingClass………………………….35

3.2.5.3.3SamplesofTask-basedReadingClasses……………………...….38

3.2.5.4Post-test…………………………………………………………………….40

3.2.6Interview..41

ChapterIVresultsandanalysis,discussion.42

4.1Acomparisonbetweenthetestsofbothclasses.42

4.1.1Acomparisonofmeanofreadingcomprehension.42

4.1.2AcomparisonofexcellencerateandPassingrateofbothclasses.42

4.2Discussion.43

4.2.1TheadvantagesofTBLT.43

4.2.2TheinsufficiencyofTBLT.45

4.2.3Suggestions.45

ChapterVConclusion.47

5.1Limitationsofstudy.47

5.2Conclusion.47

Bibliography

AppendixASamplesofReadingTasks

AppendixBSomeReadingMaterialsinGoforit!

AppendixC中学生英语阅读情况调查问卷表

ChapterIIntroduction

1.1Significanceandpurposeofthisresearch

Reading，oneofthefourbasiclanguageskills，isanimportantapproachtogettingEnglishinformation.Oncetheabilityofindependentreadinghasbeendeveloped，thestudentscanstudyindependentlyformingthesolidbasisfortheirfuturestudies.SoinEnglishteachingspeciallyemphasisislaidonreading，andintheentranceexaminationreadingmakesupalargeproportionofthescoring.TheEnglishsyllabusofprimaryandsecondaryschoolsadvocatedevelopingthereadingabilityonthebasisofthecompletepracticeoflistening，speakingandwriting.

InNewEnglishCurriculumStandard（2001:

15）,issuedbytheMinistryofEducation，juniorstudentsinChinaareexpectedtohavethefollowingreadingcapabilitieswhentheyfinishthethree-yearstudy:

（1）Beabletofindoutthemainideaandusefulinformationfromgeneralreadingmaterials;

（2）Beabletoguessthemeaningofnewwordsaccordingtothecontext;

（3）Beabletopredictwhatwillhappennextaccordingtothecontext;

（4）Beabletoadoptdifferentreadingskillsaccordingtothevariouspurposesofreading;

（5）Beabletocollectinformationneededbydifferentkindsofmeans;

（6）Theamountofafter-classreadingneedstobemorethan200,000words,whichdoesn’tincludewhatstudentsreadinclass.

EnglishteachersinChinadoknowitisreallydifficulttoachievethosegoals.WereallyfaceagreatchallengeinEnglishteachingnow.IncurrentjuniorEnglishreadingclassinChina,manyteachersdealwiththetextsentencebysentenceandparagraphbyparagraph:

explainingthelanguagepoints,dwellinguponthegrammarrules,analyzingthesentences,providingtheChineseequivalentsandgivingexamplestoshowtheusageofcertainwordsandexpressions.Theteachersinfluencedbytraditionalteachingmethodsassumethatwhatthestudents’needisagoodcommandofgrammarandvocabulary.Intheirminds,itisstillbelievedthatgrammarrules,sentencepatternsandlanguagepointsarethemostimportantthingsforthestudentstolearninEnglishreadingclass.Inthosereadingclasses,studentsonlylearntheknowledgeofEnglish.Besides,thereisnorealcommunicationbutonlydulldrillsbecausethereisnoinformationgapintheclassroomactivities.Asaresult,thetrainingofthestudents’comprehensivereadingcompetenceisoftenneglectedintheactualteachingandareadingclassgenerallybecomesteacher-centeredandboring.

HavingpracticedTBLTinjuniorEnglishclassformorethanfouryears,theauthorthinksTBLTisaneffectivewaytosolvetheproblemsmentionedaboveinEnglishreadingteaching.MoreandmoreteacherspreferTBLTbecauseitmakesEnglishclassesactive,motivatesstudentswell,fostersthestudents’comprehensiveabilitiestousethetargetlanguageappropriatelyandfluently.Duringthelearningcourse，thestudentsacquirethelanguagebycompletingtasks.Theauthenticandmeaningfultasksdesignedbytheteacherarethetorchestolightupthestudents’passionenergyandinterestandaffordthestudentsinteractivechancestoacquaintthelanguageactivelyandcreatively.StudentslearnEnglishwiththeclearaim，todeveloptheirabilityoflanguage，thinking，communicationandcooperation.

Howeverit’sapitythatthestudyabouttheuseofTBLTinjuniorEnglishreadingclasshasbeendonealittlesofar.TomanyEnglishteachers，Task-basedlearningisanewconceptforthem,someofthemhavethewrongideasofit.Forexample,somelanguageteachersonlyteachlanguagepointsinclass,theyregardthemasthemaintasks，meanwhile，teachersneglectthecommunicativetaskinEnglishreadingclassneglectthe‘student-centered’principle，therefore，inordertoapplythenewmethodinjuniorEnglish-readingclass,throughthisstudy,thewriterwantstoexplorethemethodsabouthowtouseTBLTinjuniorEnglishreadingclasseffectively,accumulatesomeexperiencesabouthowtodesignreadingtasksandtrytofindouttheframeworkoftask-basedread