参考英文-高中英语阅读教学中的任务设计_韩敏.docx

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1、 Designing Tasks for Teaching English Reading in Senior Middle Schools Han Min A thesis submitted in conformity with the requirements For the degree of Master of Education In English Teaching Supervised by Pro. Zhang Jingyu School of Foreign Languages Shaanxi Normal University Xi， an May 2012 学位论文原创

2、性声明 本人声明所呈交的学位论文是我在导师的指导下进行研究工作所取得的研究 成果。尽我所知，除文中已经注明引用的内容和致谢的地方外，本论文不包含其 他个人或集体已经发表或撰写过的研究成果，也不包含本人或他人已申请学位或 其他用途使用过的成果。对本文的研究做出重要贡献的个人和集体，均已在文中 作了明确说明并表示谢意。 本学位论文若有不实或者侵犯他人权利的，本人愿意承担一切相关的法律责 任。 作者签名： 日 期 ： 年 友 月 M 日 学位论文知识产权及使用授权声明书 本人在导师指导下所完成的学位论文及相关成果，知识产权归属陕西师范大 学。本人完全了解陕西师范大学有关保存、使用学位论文的规定，允许

3、本论文被 查阅和借阅，学校有权保留学位论文并向国家有关部门或机构送交论文的纸质版 和电子版，有权将本论文的全部或部分内容编入有关数据库进行检索，可以采用 任何复制 T.段保存和汇编木论文。本人保证毕业离校后，发表本论文或使用本论 文成果时署名单位仍为陕西师范大学。 保密论文解密后适用本声明。 作者签名： 曰期： Wa 年 i 月 M 口 Acknowledgements Upon the accomplishment of my graduation thesis, I would like to express my heartfelt thankfulness to those who h

4、ave helped and supported me in the course of the study. First of all, I will owe my greatest gratitude to my respectable and amiable supervisor, Prof. Zhang Jingyu whose insight, talent and passion for academic research arouse my interest in learning. It is he who gave me macroscopic guidance and co

5、nsistent assistance during the past two years. Indeed, the thesis would not have been fulfilled without his insightful guidance, thoughtful suggestion, patient revision and continuous encouragement. Thanks a lot to my honorable Prof. Zhang for your devotion to research and teaching. Secondly, I woul

6、d like to extend my thanks to all of my teachers whose lectures have stirred my inspiration and enrich my knowledge during the two precious years. Besides, I shall send sincere appreciation to those teachers and students who supported and participated in my research during my teaching practice. Than

7、ks very much for their positive participation and cooperation. Last but not least, I am indebted to my classmates, roommates and friends who have wholeheartedly supported and encouraged me all the way. In addition, my special and truehearted thanks go to my beloved parents who have always accompanie

8、d me through ups and downs all the time. Abstract New English Curriculum Standard which was published in 2001 advocates task-based language teaching (TBLT) approach. As a new teaching approach, TBLT attracts peopled attention. TBLT stresses learning by doing, which is aimed to make students do thing

9、s in English and complete stated tasks. Hence, students pay more attention to task itself, and language is only an instrument to help them complete the task. In the teaching practice of English reading in senior high schools, TBLT reveals its special value and significance. In TBLT English reading c

10、lass, both teachers and students can enjoy the process of teaching and learning. Students express that they can not only get knowledge from such classes, they can also learn how to communicate and cooperate with others. In the process of completing tasks with classmates, students can not only displa

11、y their own merits, but they can also learn from others, which will improve their mutual process. At the same time, cooperative learning can stimulate students passion and enthusiasm in learning， and it can activate classroom atmosphere. Meanwhile, students, positive participation and reaction will

12、make teachers get the sense of great achievement. That will arouse teachers passion to devote more time and energy to designing wonderful tasks for students. The paper aims to probe how to design tasks for teaching English reading in senior high schools by the study of teaching cases. The thesis is

13、divided into five chapters. The first chapter generally introduces the background, purpose and significance of the study. The second chapter gives a review of the theoretical basis. Firstly, it systematically reviews the theoretical basis of TBLT, essential features and research situation. Secondly,

14、 it introduces the definition, components and types of task. Thirdly, it presents the reading theory including its definition, the concept of reading competence and models of reading process. The third chapter mainly discusses how to design tasks for teaching reading from the theoretical view. It fi

15、rst knows the practical situation of English reading teaching and existing problems. Then it introduces task analysis and nine principles of designing tasks. Lastly, it points out five probable errors in designing tasks. The fourth chapter is the application of TBLT into English reading teaching, wh

16、ich is the important part of the paper. It proposes three teaching cases in detail and analyses their teaching effects. The last chapter makes a conclusion. It first gives a general conclusion, and then it states the teaching implications and limitation of the study. Keywords: task-based language te

17、aching, designing task, English reading, lesson plan 普通高级中学英语课程标准 （ 2001)明确指出 “ 本标准以学生会做某 事的描述方式来设定各级目标要求，提倡采用任务型教学途径。 ” 作为一种新型 的英语教学方法，任务型教学法受到了广大英语教师的重视。它强调 “ 从做中 学 ” ，旨在让学生用语言去做事，去完成规定的任务。于是，学生关注的是任务 本身，语言只是帮助其完成任务所需要的一种工具而己。实践证明：在高中英语 阅读教学中，任务型教学法显示出了其独特的价值和意义。 任务型英语阅读的课堂，老师和学生都可以充分享受教与学的过程。学生们

18、表示这样的课堂不仅可以学到知识，而且还学会了如何与人交流与合作。在与同 伴合作完成任务的过程中，他们可以取长补短，各尽所能，相互学习，共同进步。 同时，合作学习不仅激发了学生的学习热情和积极性，还活跃了课堂氛围。同时， 教师看到学生们积极的参与和反馈后，教学热情就会高涨，也愿意投入更大的时 间和精力为学生设计出更好的任务。这样，教师自身的价值便会得到最大的体现。 本文旨在通过对教学案例的研究来探讨高中英语阅读的任务设计。 本论文分为五个章 节。第一章先简单地介绍了本研究的背景、目的和意义。 第二章主要回顾了本论文的理论基础，首先，系统地回顾了任务型教学法的理论 基础、本质特征和国内外研究现状；

19、然后介绍了任务的内涵，包括任务的定义、 组成和类型；最后引出阅读理论，分别从阅读的定义、阅读能力的概念和阅读过 程模式三个方面来阐述。第三章从理论的角度谈如何进行阅读设计，本章首先通 过调查了解到英语阅读教学的实际情况以及存在的问题，接着介绍了任务设计前 的任务分析，然后指出任务设计的九大原则，最后指出任务设计可能出现的五大 误区。第四章是任务型教学法在 高中英语阅读教学中的实际应用，是论文的重点 和亮点，它主要展示了三个教学案例，并对其实际教学效果进行了调查分析。第 五章是论文的结论。它从研究结语、教学启示和研究局限性及研究建议三个方面 来阐述。 关键词：任务型教学法，任务设计，英语阅读，教

20、学计划 Contents Acknowledgements i Abstract iii 摘要 V Chapter 1 Introduction 1 1.1 Orientation of the study 1 1.2 Background of the study 1 1.3 Significance of the study 2 1.4 Overview of the thesis 2 Chapter 2 Literature Review 3 2.0 Introduction 3 2.1 Task-based language teaching . 3 2.1 A Theoretical

21、 basis ofTBLT 3 2.1.2 Essential features ofTBLT 7 2.1.3 The present research situation ofTBLT at home and abroad 7 2.2 Task 9 2.2.1 Definition of task 9 2.2.2 Components of task 11 2.2.3 Types of task 12 2.3 Reading 13 2.3.1 Definition of reading 13 2.3.2 Reading competence 14 2.3.3 Models of readin

22、g process 15 2.4 Summary 17 Chapter 3 Designing Tasks for Teaching English Reading in Senior Middle Schools 18 3.0 Introduction 18 3.1 Current teaching situation of English reading 18 3.1.1 Questionnaire 18 3.1.2 Problems of teaching English reading 19 3.1.3 Requirements of New Curriculum for readin

23、g 20 3 *2 Task analysis 21 3.2.1 The origin and development of task analysis 21 3.2.2 Ways of task analysis 22 3.2.3 Significance of task analysis 23 3.3 Principles of designing tasks 24 3.3.1 Authenticity 24 3.3.2 Information gap 24 3.3.3 Interactivity 25 3.3.4 Emphasis on quality-oriented developm

24、ent 25 3.3.5 Emphasis on the process of doing 26 3.3.6 Appropriate difficulty 26 3.3.7 Enjoyment 26 3.3.8 Combination with teaching material 27 3.3.9 Operability 27 3.4 Probable errors in designing tasks 27 3.4.1 A misunderstanding of exercise activities as task activities 27 3.4.2 Unreasonable teac

25、hing procedures 28 3.4.3 A misunderstanding about the connotation of task 28 3.4.4 A misunderstanding of TBLT as oral teaching 29 3.4.5 Teacher-centered teaching 29 3.5 Summary 29 Chapter 4 Application of TBLT in Teaching English Reading 31 4*0 Introduction 31 4.1 Case studies 31 4.1.1 Case one: a l

26、esson plan of The World at Seven Billion 31 4.1.2 Case two: a lesson plan of Come and Eat Here 36 4.1.3 Case three: a lesson plan of Theme Parks 39 4.2 Teaching effects 43 4.2.1. Feedback from teachers 44 4.2.2. Feedback from students 44 4.3 Summary 44 Chapter 5 Conclusion 46 5.1 The conclusion of t

27、he study 46 5.1.1 On the students part 46 5.1.2 On the teachers part 46 5.2 Pedagogical implications 47 5.3 Limitation and suggestions for further study 47 References 48 附录 1 50 附录 2 52 附录 3 53 攻读硕士学位期间科研成果 55 Chapter 1 Introduction Chapter 1 Introduction 1.1 Orientation of the study The study was d

28、one to explore some effective ways to design tasks for TBLT English reading class in senior middle schools. Specifically speaking, the first purpose is to explore an operable and effective task-based model for teaching English reading in senior middle schools. The model is aimed to offer English tea

29、chers a reference, which will positively promote the implement of New English Curriculum Standards (2001) and improve students reading competence. The second purpose is to introduce some ways to design tasks in lesson plans. It aims to provide English teachers with some successful teaching cases whi

30、ch will promote the exchange of teaching methods. 1.2 Background of the study Reading plays an important role in language learning which is one of the most important ways to get knowledge, acquire infonnation and obtain pleasure. However, the situation of English reading teaching in senior middle sc

31、hools is not very satisfactory. Firstly, traditional teaching methods like grammar-translation approach still dominate reading classes whose main aim is to lead students to acquire linguistic knowledge, while the cultivation of reading skills and strategies is neglected by teachers. Besides, in such

32、 teacher-centered reading classes, students rely a lot on the teacher and always wait for teachers instruction. Secondly, because of lack of necessary training, most students have formed some ineffective reading habits like regressing, pointing, reading word by word and so on, which will exert a neg

33、ative effect on their fluent reading. In one word, these traditional approaches will hinder the development of students* reading abilities. In order to change current teaching situation to improve students reading performances, researchers have been finding an effective approach. In the late 1980s,

34、task-based language teaching attracted peopled attention whose nature is learning by doing. In the sense, a task is a goal-oriented activity which will be implemented by 陕两师范人学硕士学位论文 learners. In order to complete the task, learners involve themselves in authentic environment by using or exploring l

35、anguage. And the task of a teacher is to design effective and meaningful tasks and ofFer students chances to complete. Task-based language teaching is highly advocated in the New National Standard for English Curriculum published in 2001. TBLT has the nature of learning by doing, cooperative learnin

36、g and so on. However, in the teaching practice, a lot of English teachers have not got a good understanding of it. Whats more, they are lack of relevant training of designing tasks. Teachers should consciously learn how to apply TBLT into teaching practice. The author wants to provide some TBLT teac

37、hing plans to exchange with colleagues. 1.3 Significance of the study Nowadays, the New Curriculum Standards has been implemented in the teaching field. And task-based language teaching is highly advocated in China. However, most teachers in China are still unfamiliar with the teaching model. On one

38、 hand, the New Curriculum Criteria only simply introduces TBLT without any more explanations in detail. On the other hand, it is not an easy task to put the new teaching model into effect, especially for inexperienced teachers. As a result, it is crucial to make some attempts at task-based teaching

39、model in English reading. Lt will be significant to promote the implement of the New English Curriculum Standards. Meanwhile, it wil】 improve students5 reading competence. L4 Overview of the thesis The thesis consists of five parts. Chapter one is a general introduction including the background, pur

40、pose and significance of the study. Chapter two focuses on a review of literature attempting to find out the theoretical basis of the study. The author first presents the theory of task-based language teaching, and then it deals with the concept of task. Lastly, it presents the theory of reading. Ch

41、apter three introduces how to design tasks for teaching English reading. It includes task analysis, principles of designing tasks and probable errors in designing tasks. Chapter four mainly explores the application of task-based language teaching for teaching English. It introduces three cases of le

42、sson plan and their teaching effects. Chapter five drives a conclusion giving some pedagogical implications and suggestions for further study. 2 Chapter 2 Literature Review Chapter 2 Literature Review 2.0 introduction This chapter will be organized in three aspects in order to give a clear view of t

43、he theories that can strongly support the thesis, such as the theory of task-based language learning, the theory of task in TBLT and the reading theory. Three parts will make up this chapter. In the first part of the chapter, the author will review the theory of TBLT including its essential features

44、， theoretical basis and its research status both at home and abroad. In the second part, the author will introduce task in TBLT, such as the definition of task, its characteristics and types. In the third part, the theory of reading will be presented in three aspects. 2.1 Task-based language teachin

45、g Task-based language teaching, as an approach in language teaching, arose in the 1980s. In 1983, N.S.Prabhu who believed that foreign language should be taught by communication not for communication put forwards task-based teaching approach whose tasks should interest students and be challengeable

46、to them. TBLT stresses the principle of learning by doing. In TBLT language class, students will become the center, while the teacher will be a task designer, class organizer or an advisor. In this process, learners themselves will be valued. 2.1.1 Theoretical basis of TBLT Every teaching approach r

47、eflects the special cognition of language essence, language learning process and effective teaching. Owing to the theoretical support, task-based language teaching can develop and evolve well. According to the selected sources, TBLT is based on the following theories. 2.1.1.1 Constructive theory The

48、 core of task-based language teaching is learner centered, whose philosophical and psychological basis is constructivism. Marion Williams and Robert L. Burden (1997) claim that learners make their own personal sense of learning tasks and the actual 3 陕丙师范人学硕士学位论文 process of learning. Firstly, constr

49、uctive learning theory stresses student-centered principle. Teachers are not only the instructors of knowledge but also environment-constructors to help students construct knowledge in their own mind. Teachers should realize that students have special individual features and different background knowledge and then apply different methods according to different students. Besides, the aim of teaching is to make students learn how to solve problems. So teachers should