5A文任务型教学法在初中英语阅读的应用.docx

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'