任务型教学法在初中英语阅读的应用.docx

任务型教学法在初中英语阅读的应用.docx

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任务型教学法在初中英语阅读的应用

OnApplicationofTask-basedApproachtoReading

TeachinginEnglishClass

ABSTRACT

TheteachingofreadinginjuniormiddleschoolsisanessentialpartofEnglisheducation.TheEnglishCurriculumCriteriaisbeingcarriedoutthroughoutChina,anditadvocatestheapproachoftask-basedteachingandlearninTheTask-BasedLanguageTeaching（TBLT）emphasizesthatlearningbydoingmotivatesthestudentstotaptheirpotentialtostudy.

FullunderstandingofTBLTisthenecessaryforitsapplication.Thepaperfirstprobesintorelevanttheory,includingthetheoreticalbases,tasksandprinciplesofTask-BasedLanguageTeaching.ThenthethesisexplorestheapplicationofTask-BasedIanguageteaching,designingappropriateandefficientreadingtasksasthecore.Basedonmodelsofthereadingprocessandtheprinciplesoftaskdesign,thethesisoffersexamplesdesignedinthereadingplassroom.

TheresultoftheexperimentprovesthattheTBLTapproachissuitablefortheJuniorEnglishreadingteaching.Itnotonlyarousesstudentsfnterestinreadingbutalsoimproves,tosomeextent,students'readingpomprehensionabilityinthejuniorhighEnglishreadingclass.

Keywords:

JuniorhighschoolTask-basedIanguageteachingreadingmodels

任务型教学法在初中英语阅读的应用

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I.I

1lntroduction1

1.1ThePurposesandsignificaneeofthestudy1..

1.2Problemsinreadingforjuniormiddleschoolstudents1

1.2.11nsufficientEnglishvocabulary1

1.2.2BadEnglishreadinghabit2

1.2.3PoorEnglishreadingskill2

2Literaturereview3.

2.1AboutTask-basedIanguageteaching3...

2.1.1Definitionofatask3.

2.1.2DefinitionofTask-basedIanguageteaching4.

2.1.3Previousresearchontheimplementationoftask-basedIanguageteaching5…

2.1.3.1Researchontask-basedIanguageteachingabroad5

2.1.3.2Researchontask-basedIanguageteachingathome6

2.2Onthemodeloftask-basedreadingandteachingreadinginthe

juniormiddleschool7.

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-basedreadingactivities^..

2.2.2.4Theprinciplesoftaskdesign10

3lmplementationoftask-basedIanguageteachinginreadingclass12.

3.1Hypothesis12

3.2Teachingmaterials12

3.3Method.2

3.3.1Participants13

3.3.2Instruments13

3.3.3Procedure13.

3.3.4Classroomexperiment14

3.3.4.1Theexperimentalprocessfortheexperimentalgroup

Model14

3.4AnalysisofthePre&Posttests18

4Discussionsandsuggestion20

4.1MajorFindings20

4.2Theadvantagesofthetask-basedteaching2Q.

4.3Thelimitationoftask-basedIanguageteaching22

5Conclusion23

References24

AppendixI:

Thematerialofteachingcase:

Couldyouplease

lendmeyourpen?

25

AppendixII:

Readingcomprehensionforthepretest26

AppendixIII:

Readingcomprehensionfortheposttest29

Acknowledgements32

1Introduction

1.1ThePurposesandsignificanceofthestudy

Onepurposeistocreateaconcreteandfeasibletask-basedmodelofteachingEnglishreading,providingEnglishteacherswithareferenee,promotingtheefficientoperationoftheEnglishCurriculumCriteria,andfacilitatingthedevelopmentofstudents'readingcompeteneeofEnglish.

Anotherpurposeis,tosomedegree,tochangestudents'learningstylesfrompassivereceptiontotheoneofself-access,co-operationandexploration.

Atpresent,theNewCurriculumCriteriahasbeencarriedoutalloverthecountryandtask-basedapproachofteachingandlearningisadvocated,butformostoftheteachersinChina,thisapproachisacompletelynewmodelalthoughalotofexpertsinandoutofChinahavedoneresearchesintotask-basedteachingandlearning.Inaddition,theNewCurriculumCriteriajustgivesasimpleintroductionoftask-basedapproach,sothereexistalotofdifficultiesinhowtoutilizethismodel,especiallytheteachersofEnglishareshortofconventionsontask-basedreadinginEnglish.Hence,itisquitenecessaryforustodotheresearchintothetask-basedmodelofteachingandlearninginreadingclass.ThereisgreatsignificaneetopromotetheperformaneeandpracticeoftheEnglishCurriculumCriteria.Astothemethodsofthestudy,experimentalstudyandliteraturereviewhavebeenused.

1.2Problemsinreadingforjuniormiddleschoolstudents

AccordingtoaninvestigationinZhuhaiTaoyuanMiddleSchool,IfindthatmorethanonethirdofthestudentsofJuniorTwoandJuniorThreebothhavelowerreadinglevelsandlimitedskills.SomeproblemswhichexistsinEnglishreadingasfollows:

1.2.1InsufficientEnglishvocabulary

Somestudents?

vocabularyisnotsosufficientthattheycannotunderstandthereadingmainly.Infact,readingcomprehensionisdirectlyrelatedtoareader?

smasteryoflargeofvocabulary.Inotherwords,readersmusthaveasufficientvocabularyinordertoachieveagoodcomprehensionabouttextsorreadingmaterials.However,thestudentsinjuniormiddleschoolshavelimitedvocabulary,whichaffectreadingefficiently.What?

smore,studentsarelackofeffectivewaystobuilduptheirvocabulary.

1.2.2BadEnglishreadinghabit

Studentswhoarefrom14-17yearsoldinjuniorschooldon?

tgetintoagoodhabitofreadingEnglish.First,theyspendlittletimeinreadingtrainingindailyexercise,formoststudentshavenointerestindoingreadingcomprehension,whichhasmanyunknownwordsinit.Second,thestudentscannotskipoverthewordsandsentences,theyjustreadwordbyword,andtheirattentionisfocusedonlyonwordsymbol,whichdistractstheirwholereadingclues.Third,moststudentsusepartialreading,backreading,theircomprehensionisconnectedtosomewordsorsentences,andtheycannotgetentiremeaningbeforeclass,andtheyrelymuchonteacher?

sexplanationandtranslation,theyhasnomotivationtoreadthearticle.

1.2.3PoorEnglishreadingskill

Moststudentsdonotknowhowtomakeuseofbasicreadingcomprehensionskills,suchasskimming,scanning,previewingandreviewingtext.Forexample,theyarenotclearaboutskimmingistoskimcommon,unrelatedinformationandgraspthemainideaasquicklyaspossible,especiallylookforimportantinformationandwords.Scanningistoseeksomekeydataandimportantwordsetc.However,theyalwaysseekwordsbywordsinsentencesandkeysentencesinparagraphs,whichcanconcludeandsummarizethemainideaofthearticle.apparentmeaningmakethestudentspuzzle.Theycannotinferthemeaningofsentencefromalargenumberofcluestoinfertheauthor?

sintentionlogically.Soateachershoulddevelopstudents?

readingskillsgraduallywhichimprovethestudents?

readingabilityisveryimportant.

FromproblemsmentionedaboveinEnglishreadinginjuniormiddleschool,wecanseethepresentsituationofEnglishreadingteachingclearly.Insuchasituation,istask-basedlanguageteachingeffectiveinimprovingthestudents?

Englishreadingability?

Itisthisproblemthatthepresentauthorisgoingtostudyinthisthesis.

2Literaturereview

2.1AboutTask-basedlanguageteaching

2.1.1Definitionofatask

Whatdoestheterm“taskrmean?

Task,slowlyemergingsincethe1980's,haschallengedthetraditionalitemizedform-basedmethodology.First,wemustdefinetheconceptof"task"intermsofIanguagelearningandteaching.MuchhasbeenwrittenaboutdefinitionsoftasksandtheroleoftasksinsecondIanguageacquisition.Areviewofliteraturesuppliesavarietyofdefinitions.Theyarelistedasfollowsinchronologicalorder:

（1）Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Thusexamplesoftasksincludepaintingafence,dressingachild...Inotherwords,by"task"ismeantthehundredandonethingspeopledoineverydaylife,atplay,andinbetween.

（Long,1985:

89）

（2）...anystructuredIanguagelearningendeavorwhichhas"particularobjective,appropriatecontent,"specifiedwordingprocedure,andarangeofoutcomesforthosewhoundertakethetask."Task"is,therefore,assumedtorefertoarangeofwork-planswhichhavetheoverallpurposefacilitatingIanguagelearningformthesimpleandbriefexercisetype,tomorecomplexandlengthyactivitiessuchasgroupproblem-solvingorsimulationsanddecisionmaking.

（Breen,1987:

23）

（3）[Ataskis]anactivitywhichrequireslearnerstoarriveatanoutcomefrom

giveninformationthroughsomeprocessofthought,andwhichallowedteachersto

controlandregulatethatprocess.

（Prabhu,1987:

24）

（4）Tasksarealwaysactivitieswherethetargetlanguageisusedbythelearnerforacommunicativepurpose（goal）inordertoachieveanoutcome.

（Willis,1996:

23）

（5）Ataskisanactivityinwhich1）meaningisprimary2）learnersarenotgivenotherpeople'smeaningstoregurgitate.3）thereissomesortofrelationshiptocomparablerea