任务型教学法在初中英语口语教学中的应用及反思Word下载.docx

任务型教学法在初中英语口语教学中的应用及反思Word下载.docx

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学科教学（英语）

所在学院：

外国语学院

重庆师范大学

二0一四年十月

AThesisSubmittedtoChongqingNormalUniversity

inPartialFulfillmentoftheRequirements

fortheDegreeofMaster

TheApplicationandReflectionofTask-basedLanguageTeachingApproachtoOralEnglishTeachinginMiddleSchool

Candidate：

×

Supervisor：

Major：

Subject-centeredinInstruction（English）

College:

collegeofForeignLanguagesandLiterature

ChongqingNormalUniversity

October,201

摘要

任务型教学法是于20世纪80年代兴起发展起来的一种教学方法，如今被广大语言学家和外语教师接受并使用起来。

任务型教学法是交际教学法的延伸，，遵循“从做中学”的原则，强调学生通过开展老师给予的任务的过程中来达到掌握目标语言知识技能的目的,让学生在真实的交际活动中，通过参与、合作、交流等方式来感知语言的意义，而非仅仅局限于形式。

我国教育部在新的英语课程标准中也明确指出任务型教学法在英语教学中的重要性。

目前我国英语教学往往以应试为主要目的，只注重语法、阅读、写作等与考试相关的内容，忽略了口语的教学，以致学生出现哑巴英语的问题。

本文旨在讨论如何在初中英语口语课堂中应用任务型教学法，来提高学生的口语能力。

本文主要采用的方法是文献研究法，结合中学英语口语教学的实际情况来分析，表明任务型教学法是一种以人为本，有效而先进的教学方法，在提高学生的英语口语能力上发挥着举足轻重的作用。

在反思任务型教学法在初中英语口语教学中的应用的同时，需正确看待它的不足之处。

关键词：

任务型教学法，初中英语口语教学，应用，反思

TheApplicationandReflectionofTask-basedLanguageTeachingApproachToOralEnglishTeachinginMiddleSchool

ABSTRCT

Task-basedLanguageTeaching（TBLT）,whichwasdevelopedinthe1980s,iswidelyacceptedandappliedbythelinguistsandforeignlanguageteachersaroundtheworldnowadays.TBLT,anextensionofcommunicativelanguageteachingapproach,mainlyfocusesontheprincipleof“learningbydoing”.Duringtheprocessoffulfillingthespecifictasks,learnerscanlearntheknowledgeandskillsoftargetlanguageandlearnEnglishinrealsituationthroughparticipation,communication,cooperation.ItisalsotheapproachthatrecommendedtobeappliedinEnglishteachinginNewCurriculumStandardmadebytheMinistryofEducation.

Atpresent,EnglishteachinginChinausuallyfocusesongrammar,reading,writingandsomeotheraspectsthatarecloselyrelatedtoexaminations,whileoralEnglishteachingisalwaysignored.WhatthisthesisfocusesonistheapplicationofTask-basedLanguageTeachingtooralEnglishteachinginmiddleschool.Thisthesis,usingliteratureanalysisandpracticeanalysismethod,showsthatTask-basedLanguageTeachingisanefficientandadvancedonewhichexertsafundamentalinfluenceonstudents’oralEnglishcompetence.However,reflectionisnecessarybecauseofsomedrawbacksofTask-basedLanguageTeachinginmiddleoralEnglishteaching.

KeyWords:

Task-basedLanguageTeaching;

MiddleOralEnglishTeaching;

Application；

Reflection

ChapterOne

Introduction

Overthepast20years,theEnglishteachinginChinahasexperiencedaseriesofmajorreforms,andthetraditionalmethodofteachinggrammarcenteredhasbeenexcluded.Therefore,theoutlineofthecurrentstartsconcentratingonthecultivationofthestudents'

languagecommunicativecompetence.

TherearetwoschoolsofCommunicativeApproach:

theStrongVersionandtheWeakVersion.TheStrongVersionbelievesthatthegoalofteachingiscommunication.Grammarteachingshouldbeexcludedandgrammarrulescanbegraspednaturallyinthecommunicativeactivities.TheWeakVersionbelievesthatthegoalofteachingistolearnlanguage.Grammaticalteachingisnotrejectedandgrammarrulesarethoughttobeabletofacilitatethestudentsinvariouskindsofcommunicativeactivities.TheWeakVersiongotacceptanceamongChineselanguageresearchersandteachers.（李正全和郝慧珍,2009:

78）.Asatypicalrepresentativeinthestrongversion,N.S.PrabhupresidedoverthecommunicativeteachinginBangalore,inthesouthofIndiaandrequiredstudentstocommunicateintheprocessoflanguagelearning.Besides,heemphasizedtakingvarioustasksasthecenterofthelanguageteaching.

Task-BasedApproach,alsoknownastask-basedlanguageteaching,wasproposedformallybyhimin1983.ThenewNationalCurriculumSyllabusforEnglishLanguageTeaching,publishedin2001,advocatestheuseofTask-basedLanguageTeaching（TBLT）.Willis（1999）claimsthatTask-Basedlanguageteachingreferstoanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching（李正全和郝慧珍,2009:

78）.Task-BasedApproachrequirestheinteractiveactivitiesfrombothteachersandstudents.Theteacherwillonlyhelpallthestudentstoorganizetheiractivitiestogoonsmoothlyandmeaningfully.ThroughactivitiesStudentswillgainknowledgeandcommunicatewithothersinEnglishnaturallyandmutually,whichisnotonlytheteachingoflanguageform,butalsothetrainingofstudents’fourskills（listening,speaking,readingandwriting）,theirlearninginterest,motivation,willpower,confidence,learningstrategyandinterculturalcommunicativecompetence（戴莉新，2009:

36）.

Thewholethesisconsistsofsevenparts.Firstpartisintroduction,mainlyintroducingtheoriginandbackgroundinformationofTBLT.ThesecondpartisliteraturereviewreferringtostudiesonTBLTofdifferentcountries.Thethirdpartisdividedintothreeparts.Firstly,itmainlyaboutthedefinitionoftaskandtask-basedlanguageteachingapproach.ThenitpresentsthreetheoreticalbackgroundsofTBLT.Atlastit’stheimportanceofTBLT.ThefourthpartstressesthenecessityofapplyingTBLTtooralEnglishteachinginMiddleSchool.AndfifthpartistoanalyzetheusesofTBLTtooralEnglishteachinginmiddleschool.ThesixthpartexploresthereflectionofTBLTinjuniororalEnglishteaching.Thelastpartdrawsanaturalconclusionoftheformerparts.

TBLTprovidesmoreopportunitiesforstudentstospeakoutinoral,whichmakesstudents’languagedevelopedfullynotonlyinspokenEnglish,butalsoinlistening,readingandwriting.TBLTencouragestudentstospeakEnglishbravelyandincreasetheirconfidenceinlearningEnglish.Task-basedinstructionemphasizesonthebalancebetweentheaccuracyoflanguageformsandmeaningexpression,whichisconsideredtobethecomplexity,theaccuracyandthefluencyofthelanguage.Tosomeextent,it'

sakindofanidealteachingmodel.

ChapterTwo

LiteratureReview

Inthispart,theauthorhasputsometheoriestosupportthispaper.TheyareOralApproach,CommunicativeApproach,andTask-basedlanguagelearning.

2.1UptakeofELTCurriculumInnovation

Curriculuminnovationineducationischaracterizedbyanextensiveliteraturethatexaminesthisphenomenonfrommultipleperspectives（see,forexample,Fullan,2001;

Markee,1997）.Thetraditionalconceptualizationofcurriculumseesitasablueprintsettingoutallofplannedlearningexperiencesforaspecificgroupoflearners（theintendedcurriculum）.Morerecently,ithasbeenacknowledgedthatanadequateunderstandingofcurriculummustincludenotjustwhatisintended,butalsotheimplementedcurriculum:

whatactuallyhappensatthelevelofclassroomaction（Wedell,2009）.Hereweareparticularlyinterestedintherelationshipbetweentheintended2003Englishlanguagecurriculumanditsimplementation,withspecificattentiontoteachers’useoftasks.OneapproachtoresearchoncurriculumimplementationdescribedbySnyder.

BolinandZumwalt（1992）isthefidelityperspective,whichstudiestheextenttoacurriculumwhichisimplementedasplanned.Ourstudyreflectssuchaperspective,althoughourinterestsextendbeyonddescribingwhetherwhattheteachersdoreflectstheplannedcurriculum;

wearealsointerestedinfactorsthatshapeteachers’actions,suchasteachers’beliefsandtheclassroomcontext.

EvidenceofthechallengesthatEnglishlanguageteachersfacewhentheyarerequiredtomovefromtraditionaltocommunicativecurriculaemergesfromanumberofstudies（e.g.Orafi&

Borg,2009）,thoughspecificattentiontotheuseoftaskshasbeenlimited（oneexceptionisWyatt&

Borg,2011）.InarecentstudyinChina,Yan（2012）identifiedanimplementationgapdespitethefactthatteachersofEnglishwerepositivelydisposedtowardsthenewcurricularprinciples;

however,teachersfeltthattheirabilitytoimplementthoseprincipleswashinderedbyseveraladverseconditions,includingstudentresistance,thelackofsupportfromschooladministratorsandthebackwasheffectoftheexaminations（seealsoYan&

He,2012;

Zheng&

Davison,2008）.

Theauthortakessomespecificrulesabouttheasfollows:

1.ThiscurriculumrepresentedamarkedshiftinthepedagogythatteachersofEnglishwereexpectedtoadopt.Learningwaspresentedasaprocessofenquiryratherthanbeingbasedonknowledgetransmissionandmemorization.Morespecifically,thetraditionalemphasisongrammarandvocabularylearningwasreplacedbyafocusonthedevelopmentofcommunicationskills（Wang&

Lam,2010）.

2.Anotherkeyelementinthenewcurriculum,andthatwhichwefocusonhere,isthatitrecommendsthattask-basedteachingmethodsbeusedtodevelopstudents’communicativecompetence.Teachersarealsoprovidedwithguidelinestoconsiderindevelopingappropriatetasks（Ministryofeducation,2003）

3.Curriculuminnovationineducationischaracterizedbyanextensiveliteraturethatexaminesthisphenomenonfrommultipleperspectives.Thetraditionalconceptualizationofcurriculumseesitasablueprintsettingoutallofplannedlearningexperiencesforaspecificgroupoflearners（theintendedcurriculum）.Morerecently,ithasbeenacknowledgedthatanadequateunderstandingofcurriculummustincludenotjustwhatisintended,butalsotheimplementedcurriculum:

whatactuallyhappensatthelevelofclassroomaction（Wedell,2009）.

2.2CommunicativeApproach

TheCommunicativeApproach（CA）:

alsocalledCommunicativeLanguageTeaching（CLT）,referstoanapproachtotheteachingofforeignorsecondlanguagethroughcommunicativeactivities.Languageteachingistargetedatthedevelopment