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论文.docx
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论文
摘要
2001年,中国国家教育部颁布的国家《义务教育新课程标准》指出基础教育阶段英语课程的任务是:
激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神;使学生掌握一定的英语基础知识和听、说、读、写技能,形成一定的综合语言运用能力;强调课程从学生的学习兴趣生活经验和认知水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力。
在初中阶段,学生应掌握为真实交流服务的综合运用英语能力。
为了达到这一目的,《英语新课程标准》大力提倡实施任务型教学法,要求教师在课堂中尽多的使用这一方法而不是单纯的讲解英语知识。
经过将近十年的理论和实践研究,任务型教学法被认为是初中英语教学中激发学生兴趣潜力,唤起学生运用英语的创造力。
因此,本文旨在对任务型教学法理论的研究和在初中课堂中的应用来提高英语教学质量。
关键词:
任务型教学法初中英语教学运用
Abstract
In2001,TheNewCurriculumStandardforcompulsoryEducationwasissuedbyMinistryofEducationofChina,itstatesthatoneoftheurgentdutiesofeducationis“toinspireandfosterthestudents’interestinlearning,developtheirabilitiesofself-learningandcooperativelearning.Inthejuniorhighschoolperiod,thestudentshouldmastertheintegratedskillsoflanguageusingforrealcommunication.”Inordertomeetthisgoal,Task-basedLanguageTeaching(TBLT)isputforwardandcarriedoutintheEnglishCurriculumCriterion,andtheEnglishCurriculumCriterionpointsoutthatteachersshouldusetasksintheirlanguageclassroomsasmuchaspossibleinsteadofpurelyteachinginlanguageknowledge.Throughalmosttenyearstheorystudyandpracticeexploration,itisbelievedthattheTBLTisoneofthemosteffectiveapproachesinjuniorhighschoolEnglishteachingtomakestudentsactiveandinterestedinlearningandexploringtheirpotentiallanguageabilities,evokingtheirenergytousethelanguagecreativity.
Therefore,thethesisaimsatstudyingthetheoryoftheTask-basedLanguageTeachingApproachandputtingitintotheuseofthejuniorhighschooltoenhancethequalityofthelanguageteaching.
KeyWords:
Task-BasedLanguageTeachingjuniorhighschoolapplicationEnglishteaching
Contents
Introduction………………………………………...1
Chapter1TheOverviewoftheTask-basedTeaching
Approach……..........................................................1
1.1.Definitionofthetask……………...……….……….……….……..1
1.2Taskcomponents...............................................................................2
1.3ThedefinitionofTask-basedLanguageTeaching..............................2
Chapter2TheConnationoftheTask-basedTeaching
Approach.......................................................................3
2.1.ThetheoreticalunderpinningofTask-basedTeachingApproach......3
2.2MainfeaturesofTask-basedTeachingApproach...............................3
2.3AimsofTask-basedTeachingApproach.............................................4
Chapter3TheAdvantagesoftheTask-basedTeaching
ApproachinJuniorHighSchool.................................5
3.1.ThetraditionalteachingmethodFive-stepTeachingmodel..............5
3.2TheTask-basedteachingapproach.....................................................6
3.3ThecomparisonbetweenthetraditionalandnewTask-basedlanguage
Teaching..............................................................................................6
Chapter4TheImplementationoftheInteractiveEnglish
TeachingintheJuniorHighSchool
4.1PrincipalsofTask-basedLanguageTeachinginjuniorhighschool....7
4.2Theframeworkofresentingtasksinthejuniorhighschool.............8
4.3StepsindesigningaTask-basedprogram...........................................9
4.4FactorsaffectingtheimplementationofTask-basedTeachinginjuniorhigh
School...................................................................................................10
4.41Therolesofteachersandstudents…........................................11
4.4.2Theprincipleoftaskdesign………………….........................12
4.4.3Thedisagreementinthedifferentenvironment....................13
Conclusion……………………………………….........................15
Notes................................................................................................16.
Acknowledgements……………………………………………....16
Bibliography……………………………………………………...17
Introduction
In2001,TheNewCurriculumStandardforcompulsoryEducationwasissuedbyMinistryofEducationofChina,itstatesthatoneoftheurgentdutiesofeducationis“toinspireandfosterthestudents’interestinlearning,developtheirabilitiesofself-learningandcooperativelearning.Inthejuniorhighschoolperiod,thestudentshouldmastertheintegratedskillsoflanguageusingforrealcommunication.”Inordertomeetthisgoal,Task-basedLanguageTeaching(TBLT)isputforwardandcarriedoutintheEnglishCurriculumCriterion,andtheEnglishCurriculumCriterionpointsoutthatteachersshouldusetasksintheirlanguageclassroomsasmuchaspossibleinsteadofpurelyteachinginlanguageknowledge.Throughalmosttenyearstheorystudy,itisbelievethattheTBLTisoneofthemosteffectiveapproachinjuniorhighschoolEnglishteachingtomakestudentsactiveandinterestedinlearningandexploringtheirpotentiallanguageabilities,evokingtheirenergytousethelanguagecreativity.
Chapter1TheOverviewoftheTask-basedTeachingApproach
Task-basedLanguageTeachingisakindofteachingmethodbytakingconcretetaskasthemotivationofstudy,takingtheprocessofcompletingtaskastheprocessofstudy,presentingachievementbydisplayingtaskresult.Underthiskindofteachingenvironment,theteachersblendoneormoreteachingtargetstotheconcreteteachingactivity,letthelearnerscarryoutateachingtargettoacquiretheabilitiesmoreaggressiveandactive.Task-basedLanguageTeachingisakindofteachingmodewhichhasinfluenceinthelanguageteachingactivityinrecentyears.
1.1Definitionofthetask
Researchabouttaskshasbeenconductedsincethethirtiesofthenineteenthcentury,andtheterm"task"hasbeendefinedinavarietyofways.Ingeneraleducation,andinotherfieldssuchaspsychology,therearemanydifferentdefinitionsoftasks.Thereisalsoquiteavarietyformwithinthefieldofsecondlanguagereading,asLongmandictionaryillustrates:
(Ataskis)apieceofworkundertakenforoneselforforothers,freelyorforsomereward.Thus,examplesoftasksincludepaintingafence,dressingachild,fillingoutaform,andsoon.Inotherwords,by'task'ismeantthehundredandonethingspeopledoeverydaylife,atwork,atplay,andinbetween.(Longman1985:
89,citedinNunan,2001:
24)
Formthisone,wecandrawonthefollowingfeaturesabouttask:
itisapieceofmeaning-focusedwork,apieceofworkinvolvinglearnersandcommunicativelanguageskills,andaseriesofinteractionswhichareneededtomeetthelearners'ends.Thedefinitionwehavelookedatshareonethingincommon:
theyallimplythattaskinvolvecommunicativelanguageuseinwhichtheuser'sattentionisfocusedonmeaningratherthanlinguisticstructure.
WhileinthediscussioninNunan(1985:
5),wehaveadefinitionof"task"adoptedinthisthesisfollowWillis:
....byataskimeantanactivitywhichinvolvestheuseoflanguagebutinwhichthefocusisontheoutcomeoftheactivityratherthanonthelanguageusedtoachievethatoutcome.(Willis1990:
127)
1.2Taskcomponents
Asthetermofcomponentsoftask,manyresearchershaveattempttoidentify.However,inanalyticterms,Nunan(1989)suggeststhatthetaskwillcontainsixcomponents:
goals,input,activities,teachersrole,learnerrole,andsetting.
(1)Agoal:
Goalsexpressbroadlywhattheresultsofacertainexperiencewillbe.(goalsofTBLaretodevelopstudents'communicativecompetenceincludingsociolinguisticcompetence,discoursecompetenceandstrategiccompetence)
(2)Input:
Taskscontainsomeformofinputdatawhichmightbeverbalornon-verbal,whichtheindividualhastodealwithwhenperformingatask.Apparentlythesematerialsareobjectiveandcanbeusedineverydaylife.Andthiscanresultinashort-termachievement,leavingthelearnersthesenseofsuccess,whichwillsurelyenhancetheleaners'interestsandmotivation
(3)Activity:
theperformanceofataskitselfonthebasisofgoalsandandinputs,notexercises.Anactivityisinsomewayderivedfromtheinputandsetsoutwhatthelearnersaretodoinrelationtotheinput.
(4)Rolesforteachersandlearners:
LearnersareConversationalparnterwhileteachersarefacilitators,organizers,monitorsandsometimespartnerstospecifywhatisregardedassuccessfulcompletionofthetask.
(5)Setting:
classroomorganizingfrom,e.g:
pairwork,groupworkandson.
1.3ThedefinitionofTask-basedLanguageTeaching
Task-basedLanguageTeaching(TBLT)startedinthelate1970sandtheearly1980s.ItwasDavidNunanwhoproposedsuchanapproach.Nunan,aneminentauthorityintask-basedlanguageteachingmaintainsthat"settingspecifictasksforstudentssothattheyactasiftheywereusingthelanguageinreallife--thisispartoftheessenceoftask-basedteaching."
OneoftheauthoritiesonTBL,Skehan,arguesforadefinitionofalanguagetaskinwhich"acommunicationproblemistobesolvedwhichbearssomerelationshiptoreal-wordactivities...thatthetaskshouldmirrorreal-lifesituationsanddecision-makingasfaraspossible."Task-basedLanguageTeachingapproachhasevolvedinresponsetoabetterunderstandingofthewaylanguagearelearned.itsideaistogivelearnerstaskstotransact,ratherthanitemstolearn,andprovideanenvironmentwhichbestpromotesthenaturallanguagelearningprocess.
Chapter2TheConnationoftheTask-basedTeaching
Approach.
Nowadays,attributingtotheworldmultipolarization,economicglobalization,educationinternationalization,theinklingofinformationtimes,andentranceintoWTOandboomingdevelopmentofadvancedscienceandtechnology,itisurgenttodriveaheadquality-orientededucation,whichisthemainrhythmofChinesebasiceducationreformanddevelopmentinthetwenty-firstcentu
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