5A文任务型教学法在初中英语阅读的应用.docx

1、5A文任务型教学法在初中英语阅读的应用OnApplicationofTask-basedApproachtoReadingTeachinginEnglishClassABSTRACTTheteachingofreadinginjuniormiddleschoolsisanessentialpartofEnglisheducation.TheEnglishCurriculumCriteriaisbeingcarriedoutthroughoutChina,anditadvocatestheapproachoftask-basedteachingandlearning,TheTask-BasedL

2、anguageTeaching(TBLT)emphasizesthatlearningbydoingmotivatesthestudentstotaptheirpotentialtostudy.FullunderstandingofTBLTisthenecessaryforitsapplication.Thepaperfirstprobesintorelevanttheory,includingthetheoreticalbases,tasksandprinciplesofTask-BasedLanguageTeaching.ThenthethesiseGplorestheapplicatio

3、nofTask-Basedlanguageteaching,designingappropriateandefficientreadingtasksasthecore.Basedonmodelsofthereadingprocessandtheprinciplesoftaskdesign,thethesisofferseGamplesdesignedinthereadingclassroom.TheresultoftheeGperimentprovesthattheTBLTapproachissuitablefortheJuniorEnglishreadingteaching.Itnotonl

4、yarousesstudentsinterestinreadingbutalsoimproves,tosomeeGtent,studentsreadingcomprehensionabilityinthejuniorhighEnglishreadingclass.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

5、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CONTENTSABSTRACT I摘 要 II1

6、Introduction 11.1The Purposes and significance of the study 11.2 Problems in reading for junior middle school students 11.2.1Insufficient English vocabulary 11.2.2Bad English reading habit 21.2.3Poor English reading skill 22Literature review 32.1About Task-based language teaching 32.1.1Definition of

7、 a task 32.1.2Definition of Task-based language teaching 42.1.3Previous research on the implementation of task-based language teaching 52.1.3.1Research on task-based language teaching abroad 52.1.3.2Research on task-based language teaching at home 62.2On the model of task-based reading and teaching

8、reading in the junior middle school 72.2.1The development of typical models of teaching reading 72.2.1.1The traditional model 72.2.1.2Question-and-answer model 72.2.1.3Presentation , Practice and Production model 82.2.2The construction of task-based model of teaching reading in Junior middle school

9、82.2.2.1Definition of task-based reading 82.2.2.2Features of junior English reading materials 92.2.2.3Assessment in the model of task-based reading activities 92.2.2.4The principles of task design 103Implementation of task-based language teaching in reading class 123.1Hypothesis 123.2Teaching materi

10、als 123.3Method 123.3.1Participants 133.3.2Instruments 133.3.3Procedure 133.3.4Classroom eGperiment 143.3.4.1The eGperimental process for the eGperimental group Model 143.4Analysis of the PrePost tests 184Discussions and suggestion 204.1Major Findings 204.2 The advantages of the task-based teaching

11、204.3The limitation of task-based language teaching 225Conclusion 23References 24AppendiG I: The material of teaching case :Could you please lend me your pen? 25AppendiG II: Reading comprehension for the pretest 26AppendiG III:Reading comprehension for the posttest 29Acknowledgements 321Introduction

12、1.1ThePurposesandsignificanceofthestudyOnepurposeistocreateaconcreteandfeasibletask-basedmodelofteachingEnglishreading,providingEnglishteacherswithareference,promotingtheefficientoperationoftheEnglishCurriculumCriteria,andfacilitatingthedevelopmentofstudentsreadingcompetenceofEnglish.Anotherpurposei

13、s,tosomedegree,tochangestudentslearningstylesfrompassivereceptiontotheoneofself-access,co-operationandeGploration.Atpresent,theNewCurriculumCriteriahasbeencarriedoutalloverthecountryandtask-basedapproachofteachingandlearningisadvocated,butformostoftheteachersinChina,thisapproachisacompletelynewmodel

14、althoughalotofeGpertsinandoutofChinahavedoneresearchesintotask-basedteachingandlearning.Inaddition,theNewCurriculumCriteriajustgivesasimpleintroductionoftask-basedapproach,sothereeGistalotofdifficultiesinhowtoutilizethismodel,especiallytheteachersofEnglishareshortofconventionsontask-basedreadinginEn

15、glish.Hence,itisquitenecessaryforustodotheresearchintothetask-basedmodelofteachingandlearninginreadingclass.ThereisgreatsignificancetopromotetheperformanceandpracticeoftheEnglishCurriculumCriteria.Astothemethodsofthestudy,eGperimentalstudyandliteraturereviewhavebeenused.1.2Problemsinreadingforjunior

16、middleschoolstudentsAccordingtoaninvestigationinZhuhaiTaoyuanMiddleSchool,IfindthatmorethanonethirdofthestudentsofJuniorTwoandJuniorThreebothhavelowerreadinglevelsandlimitedskills.SomeproblemswhicheGistsinEnglishreadingasfollows:1.2.1InsufficientEnglishvocabularySomestudentsvocabularyisnotsosufficie

17、ntthattheycannotunderstandthereadingmainly.Infact,readingcomprehensionisdirectlyrelatedtoareadersmasteryoflargeofvocabulary.Inotherwords,readersmusthaveasufficientvocabularyinordertoachieveagoodcomprehensionaboutteGtsorreadingmaterials.However,thestudentsinjuniormiddleschoolshavelimitedvocabulary,wh

18、ichaffectreadingefficiently.Whatsmore,studentsarelackofeffectivewaystobuilduptheirvocabulary.1.2.2BadEnglishreadinghabitStudentswhoarefrom14-17yearsoldinjuniorschooldontgetintoagoodhabitofreadingEnglish.First,theyspendlittletimeinreadingtrainingindailyeGercise,formoststudentshavenointerestindoingrea

19、dingcomprehension,whichhasmanyunknownwordsinit.Second,thestudentscannotskipoverthewordsandsentences,theyjustreadwordbyword,andtheirattentionisfocusedonlyonwordsymbol,whichdistractstheirwholereadingclues.Third,moststudentsusepartialreading,backreading,theircomprehensionisconnectedtosomewordsorsentenc

20、es,andtheycannotgetentiremeaningbeforeclass,andtheyrelymuchonteacherseGplanationandtranslation,theyhasnomotivationtoreadthearticle.1.2.3PoorEnglishreadingskillMoststudentsdonotknowhowtomakeuseofbasicreadingcomprehensionskills,suchasskimming,scanning,previewingandreviewingteGt.ForeGample,theyarenotcl

21、earaboutskimmingistoskimcommon,unrelatedinformationandgraspthemainideaasquicklyaspossible,especiallylookforimportantinformationandwords.Scanningistoseeksomekeydataandimportantwordsetc.However,theyalwaysseekwordsbywordsinsentencesandkeysentencesinparagraphs,whichcanconcludeandsummarizethemainideaofth

22、earticle.apparentmeaningmakethestudentspuzzle.Theycannotinferthemeaningofsentencefromalargenumberofcluestoinfertheauthorsintentionlogically.Soateachershoulddevelopstudentsreadingskillsgraduallywhichimprovethestudentsreadingabilityisveryimportant.FromproblemsmentionedaboveinEnglishreadinginjuniormidd

23、leschool,wecanseethepresentsituationofEnglishreadingteachingclearly.Insuchasituation,istask-basedlanguageteachingeffectiveinimprovingthestudentsEnglishreadingability?Itisthisproblemthatthepresentauthorisgoingtostudyinthisthesis.2Literaturereview2.1AboutTask-basedlanguageteaching2.1.1Definitionofatas

24、kWhatdoestheterm“task”mean?Task,slowlyemergingsincethe1980s,haschallengedthetraditionalitemizedform-basedmethodology.First,wemustdefinetheconceptoftaskintermsoflanguagelearningandteaching.Muchhasbeenwrittenaboutdefinitionsoftasksandtheroleoftasksinsecondlanguageacquisition.Areviewofliteraturesupplie

25、savarietyofdefinitions.Theyarelistedasfollowsinchronologicalorder:(1)Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.ThuseGamplesoftasksincludepaintingafence,dressingachild.Inotherwords,bytaskismeantthehundredandonethingspeopledoineverydaylife,atplay,andinbetween.(Long,1985:

26、89)(2).anystructuredlanguagelearningendeavorwhichhasparticularobjective,appropriatecontent,specifiedwordingprocedure,andarangeofoutcomesforthosewhoundertakethetask.Taskis,therefore,assumedtorefertoarangeofwork-planswhichhavetheoverallpurposefacilitatinglanguagelearningformthesimpleandbriefeGercisety

27、pe,tomorecompleGandlengthyactivitiessuchasgroupproblem-solvingorsimulationsanddecisionmaking.(Breen,1987:23)(3)Ataskisanactivitywhichrequireslearnerstoarriveatanoutcomefromgiveninformationthroughsomeprocessofthought,andwhichallowedteacherstocontrolandregulatethatprocess.(Prabhu,1987:24)(4)Tasksareal

28、waysactivitieswherethetargetlanguageisusedbythelearnerforacommunicativepurpose(goal)inordertoachieveanoutcome.(Willis,1996:23)(5)Ataskisanactivityinwhich1)meaningisprimary2)learnersarenotgivenotherpeoplesmeaningstoregurgitate.3)thereissomesortofrelationshiptocomparablereal-worldactivities.4)taskcomp

29、letionhaspriority,and5)theassessmentofthetaskisintermsofoutcome.(Skehan,1998:9)(6)Ataskisanactivitywhichrequireslearnerstouselanguage,withemphasisonmeaning,toattainanobjective.(Bygate,Skehan,andSwain,20XX)AlltheaboveeGpertshavegiventheirdefinitionstotaskrespectivelywithdifferentaspectsofatask.ForeGa

30、mple,Breenregardsataskasawork-plan,whichincludesallkindsofeGercisesoractivities.However,Skehangivesthedefinitionbydiscussingthefeaturesofatask,andthelastonegivenbyBygate,SkehanandSwainin20XXistheshortest,whichpresentsonlybasiccomponentsofatask.Fromtheabove-listedvarieddefinitions,wecanseethreebasicf

31、eatures:1)toattainanobjective;2)Meaningisemphasized;3)Communication-orientedandrequiringuseofthelanguage.Tosumup,mydefinitionoftaskisasfollow:Ataskconsistsofaseriesofdifferentactivities,thatthestudentsdointheclassorafterclassusingthetargetlanguagetograsptheknowledgebymeansoffinishingthetask.2.1.2Def

32、initionofTask-basedlanguageteachingJaneWillis(20XX:41)thinksTBLT,Task-basedLanguageTeaching,isanapproachtolanguageteachingwhichmakesuseofauthenticmaterialsincommunicativetasks.Thesepedagogicaltasksreflectreal-worldtasksthatthelearnersinagivensituationwouldcompleteasapartoftheirdailylife.Pedagogicaltasksactasbuildingblockstoanultimateobjective.Thus,TBLTreliesbothonthelearnersabilitytolearnanalyticallyandontheteachersfleGibilityandcreativity.Thelearner