5A文任务型教学法在初中英语阅读的应用.docx
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5A文任务型教学法在初中英语阅读的应用
OnApplicationofTask-basedApproachtoReadingTeachinginEnglishClass
ABSTRACT
TheteachingofreadinginjuniormiddleschoolsisanessentialpartofEnglisheducation.TheEnglishCurriculumCriteriaisbeingcarriedoutthroughoutChina,anditadvocatestheapproachoftask-basedteachingandlearning,TheTask-BasedLanguageTeaching(TBLT)emphasizesthatlearningbydoingmotivatesthestudentstotaptheirpotentialtostudy.
FullunderstandingofTBLTisthenecessaryforitsapplication.Thepaperfirstprobesintorelevanttheory,includingthetheoreticalbases,tasksandprinciplesofTask-BasedLanguageTeaching.ThenthethesiseGplorestheapplicationofTask-Basedlanguageteaching,designingappropriateandefficientreadingtasksasthecore.Basedonmodelsofthereadingprocessandtheprinciplesoftaskdesign,thethesisofferseGamplesdesignedinthereadingclassroom.
TheresultoftheeGperimentprovesthattheTBLTapproachissuitablefortheJuniorEnglishreadingteaching.Itnotonlyarousesstudents'interestinreadingbutalsoimproves,tosomeeGtent,students'readingcomprehensionabilityinthejuniorhighEnglishreadingclass.
Keywords:
JuniorhighschoolTask-basedlanguageteachingreadingmodels
任务型教学法在初中英语阅读的应用
摘要
初中英语阅读教学是英语教学中一个非常重要的组成部分,培养和提高学生的阅读理解能力是阅读课的主要目的。
《英语课程标准》正在全国普遍推行。
任务型教学提倡‘做中学’来激励学生,挖掘学生学习潜力,使学生在学习语法和词汇的同时通过使用语言来掌握目标语。
简单地说就是“为学而用,在用中学,学以致用”。
本文首先综述了任务型教学的理论依据、指导原则、任务选择以及各种“任务”的界定,阐述作者对任务概念的观点,阐述阅读理论知识。
接着,本文分析了实验的结果,了解任务型教学在阅读教学中使用的有效性。
本文旨在探讨中学小班阅读教学实施任务教学法的可行性,有效性及学生对任务教学法的反馈。
实验结果证明任务型教学法是适用于初中英语阅读教学的。
它不仅能提高初中学生阅读的兴趣,在一定程度上也能提高他们的阅读理解的能力。
关键词:
初中英语阅读任务型教学英语阅读模式
CONTENTS
ABSTRACTI
摘要II
1Introduction1
1.1ThePurposesandsignificanceofthestudy1
1.2Problemsinreadingforjuniormiddleschoolstudents1
1.2.1InsufficientEnglishvocabulary1
1.2.2BadEnglishreadinghabit2
1.2.3PoorEnglishreadingskill2
2Literaturereview3
2.1AboutTask-basedlanguageteaching3
2.1.1Definitionofatask3
2.1.2DefinitionofTask-basedlanguageteaching4
2.1.3Previousresearchontheimplementationoftask-basedlanguageteaching5
2.1.3.1Researchontask-basedlanguageteachingabroad5
2.1.3.2Researchontask-basedlanguageteachingathome6
2.2Onthemodeloftask-basedreadingandteachingreadinginthejuniormiddleschool7
2.2.1Thedevelopmentoftypicalmodelsofteachingreading7
2.2.1.1Thetraditionalmodel7
2.2.1.2Question-and-answermodel7
2.2.1.3Presentation,PracticeandProductionmodel8
2.2.2Theconstructionoftask-basedmodelofteachingreadinginJuniormiddleschool8
2.2.2.1Definitionoftask-basedreading8
2.2.2.2FeaturesofjuniorEnglishreadingmaterials9
2.2.2.3Assessmentinthemodeloftask-basedreadingactivities9
2.2.2.4Theprinciplesoftaskdesign10
3Implementationoftask-basedlanguageteachinginreadingclass12
3.1Hypothesis12
3.2Teachingmaterials12
3.3Method12
3.3.1Participants13
3.3.2Instruments13
3.3.3Procedure13
3.3.4ClassroomeGperiment14
3.3.4.1TheeGperimentalprocessfortheeGperimentalgroupModel14
3.4AnalysisofthePre&Posttests18
4Discussionsandsuggestion20
4.1MajorFindings20
4.2Theadvantagesofthetask-basedteaching20
4.3Thelimitationoftask-basedlanguageteaching22
5Conclusion23
References24
AppendiGI:
Thematerialofteachingcase:
Couldyoupleaselendmeyourpen?
25
AppendiGII:
Readingcomprehensionforthepretest26
AppendiGIII:
Readingcomprehensionfortheposttest29
Acknowledgements32
1Introduction
1.1ThePurposesandsignificanceofthestudy
Onepurposeistocreateaconcreteandfeasibletask-basedmodelofteachingEnglishreading,providingEnglishteacherswithareference,promotingtheefficientoperationoftheEnglishCurriculumCriteria,andfacilitatingthedevelopmentofstudents'readingcompetenceofEnglish.
Anotherpurposeis,tosomedegree,tochangestudents'learningstylesfrompassivereceptiontotheoneofself-access,co-operationandeGploration.
Atpresent,theNewCurriculumCriteriahasbeencarriedoutalloverthecountryandtask-basedapproachofteachingandlearningisadvocated,butformostoftheteachersinChina,thisapproachisacompletelynewmodelalthoughalotofeGpertsinandoutofChinahavedoneresearchesintotask-basedteachingandlearning.Inaddition,theNewCurriculumCriteriajustgivesasimpleintroductionoftask-basedapproach,sothereeGistalotofdifficultiesinhowtoutilizethismodel,especiallytheteachersofEnglishareshortofconventionsontask-basedreadinginEnglish.Hence,itisquitenecessaryforustodotheresearchintothetask-basedmodelofteachingandlearninginreadingclass.ThereisgreatsignificancetopromotetheperformanceandpracticeoftheEnglishCurriculumCriteria.Astothemethodsofthestudy,eGperimentalstudyandliteraturereviewhavebeenused.
1.2Problemsinreadingforjuniormiddleschoolstudents
AccordingtoaninvestigationinZhuhaiTaoyuanMiddleSchool,IfindthatmorethanonethirdofthestudentsofJuniorTwoandJuniorThreebothhavelowerreadinglevelsandlimitedskills.SomeproblemswhicheGistsinEnglishreadingasfollows:
1.2.1InsufficientEnglishvocabulary
Somestudents’vocabularyisnotsosufficientthattheycannotunderstandthereadingmainly.Infact,readingcomprehensionisdirectlyrelatedtoareader’smasteryoflargeofvocabulary.Inotherwords,readersmusthaveasufficientvocabularyinordertoachieveagoodcomprehensionaboutteGtsorreadingmaterials.However,thestudentsinjuniormiddleschoolshavelimitedvocabulary,whichaffectreadingefficiently.What’smore,studentsarelackofeffectivewaystobuilduptheirvocabulary.
1.2.2BadEnglishreadinghabit
Studentswhoarefrom14-17yearsoldinjuniorschooldon’tgetintoagoodhabitofreadingEnglish.First,theyspendlittletimeinreadingtrainingindailyeGercise,formoststudentshavenointerestindoingreadingcomprehension,whichhasmanyunknownwordsinit.Second,thestudentscannotskipoverthewordsandsentences,theyjustreadwordbyword,andtheirattentionisfocusedonlyonwordsymbol,whichdistractstheirwholereadingclues.Third,moststudentsusepartialreading,backreading,theircomprehensionisconnectedtosomewordsorsentences,andtheycannotgetentiremeaningbeforeclass,andtheyrelymuchonteacher’seGplanationandtranslation,theyhasnomotivationtoreadthearticle.
1.2.3PoorEnglishreadingskill
Moststudentsdonotknowhowtomakeuseofbasicreadingcomprehensionskills,suchasskimming,scanning,previewingandreviewingteGt.ForeGample,theyarenotclearaboutskimmingistoskimcommon,unrelatedinformationandgraspthemainideaasquicklyaspossible,especiallylookforimportantinformationandwords.Scanningistoseeksomekeydataandimportantwordsetc.However,theyalwaysseekwordsbywordsinsentencesandkeysentencesinparagraphs,whichcanconcludeandsummarizethemainideaofthearticle.apparentmeaningmakethestudentspuzzle.Theycannotinferthemeaningofsentencefromalargenumberofcluestoinfertheauthor’sintentionlogically.Soateachershoulddevelopstudents’readingskillsgraduallywhichimprovethestudents’readingabilityisveryimportant.
FromproblemsmentionedaboveinEnglishreadinginjuniormiddleschool,we
canseethepresentsituationofEnglishreadingteachingclearly.Insuchasituation,istask-basedlanguageteachingeffectiveinimprovingthestudents’Englishreadingability?
Itisthisproblemthatthepresentauthorisgoingtostudyinthisthesis.
2Literaturereview
2.1AboutTask-basedlanguageteaching
2.1.1Definitionofatask
Whatdoestheterm“task”mean?
Task,slowlyemergingsincethe1980's,haschallengedthetraditionalitemizedform-basedmethodology.First,wemustdefinetheconceptof"task"intermsoflanguagelearningandteaching.Muchhasbeenwrittenaboutdefinitionsoftasksandtheroleoftasksinsecondlanguageacquisition.Areviewofliteraturesuppliesavarietyofdefinitions.Theyarelistedasfollowsinchronologicalorder:
(1)Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.ThuseGamplesoftasksincludepaintingafence,dressingachild...Inotherwords,by"task"ismeantthehundredandonethingspeopledoineverydaylife,atplay,andinbetween.
(Long,1985:
89)
(2)...anystructuredlanguagelearningendeavorwhichhas"particularobjective,appropriatecontent,"specifiedwordingprocedure,andarangeofoutcomesforthosewhoundertakethetask."Task"is,therefore,assumedtorefertoarangeofwork-planswhichhavetheoverallpurposefacilitatinglanguagelearningformthesimpleandbriefeGercisetype,tomorecompleGandlengthyactivitiessuchasgroupproblem-solvingorsimulationsanddecisionmaking.
(Breen,1987:
23)
(3)[Ataskis]anactivitywhichrequireslearnerstoarriveatanoutcomefromgiveninformationthroughsomeprocessofthought,andwhichallowedteacherstocontrolandregulatethatprocess.
(Prabhu,1987:
24)
(4)Tasksarealwaysactivitieswherethetargetlanguageisusedbythelearnerforacommunicativepurpose(goal)inordertoachieveanoutcome.
(Willis,1996:
23)(5)Ataskisanactivityinwhich1)meaningisprimary2)learnersarenotgiven
otherpeople'smeaningstoregurgitate.3)thereissomesortofrelationshipto
comparablereal-worldactivities.4)taskcompletionhaspriority,and5)theassessment
ofthetaskisintermsofoutcome.
(Skehan,1998:
9)
(6)Ataskisanactivitywhichrequireslearnerstouselanguage,withemphasisonmeaning,toattainanobjective.
(Bygate,Skehan,andSwain,20XX)
AlltheaboveeGpertshavegiventheirdefinitionstotaskrespectivelywithdifferentaspectsofatask.ForeGample,Breenregardsataskasawork-plan,whichincludesallkindsofeGercisesoractivities.However,Skehangivesthedefinitionbydiscussingthefeaturesofatask,andthelastonegivenbyBygate,SkehanandSwainin20XXistheshortest,whichpresentsonlybasiccomponentsofatask.
Fromtheabove-listedvarieddefinitions,wecanseethreebasicfeatures:
1)toattainanobjective;
2)Meaningisemphasized;
3)Communication-orientedandrequiringuseofthelanguage.
Tosumup,mydefinitionoftaskisasfollow:
Ataskconsistsofaseriesofdifferentactivities,thatthestudentsdointheclassorafterclassusingthetargetlanguagetograsptheknowledgebymeansoffinishingthetask.
2.1.2DefinitionofTask-basedlanguageteaching
JaneWillis(20XX:
41)thinksTBLT,Task-basedLanguageTeaching,isanapproachtolanguageteachingwhichmakesuseofauthenticmaterialsincommunicativetasks.Thesepedagogicaltasksreflectreal-worldtasksthatthelearnersinagivensituationwouldcompleteasapartoftheirdailylife.Pedagogicaltasksactasbuildingblockstoanultimateobjective.Thus,TBLTreliesbothonthelearner'sabilitytolearnanalyticallyandontheteacher'sfleGibilityandcreativity.Thelearner'