任务型教学法在高中英语阅读课堂的应用(45页).doc

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1、-任务型教学法在高中英语阅读课堂的应用-第 24 页本科生毕业论文（设计）册学院 XXX学院 专业 英语教育 班级 XXXX级英语教育X班学生 XXX 指导教师 XXX XXXX大学本科毕业论文（设计）任务书编 号： 论文（设计）题目： 任务型教学法在高中英语阅读课堂的应用 学院： XXX学院 专业： 英语教育 班级： XXXX级英语教育X班 学生姓名： XXX 学号： XXXXXXX 指导教师： XXX 职称：XXX 1、 论文（设计）研究目标及主要任务本论文的研究目标是探讨任务型教学法在高中英语阅读教学中的应用。其主要任务是通过分析任务型教学法的作用来指导中学英语阅读教学。2、论文（设计）

2、的主要内容 本论文分为五章，第一章介绍了任务型教学法实施的必要性，第二章介绍任务型教学法的研究背景及现状，第三章介绍了现在高中英语阅读教学存在的缺陷，第四章讨论了任务型教学法在现在高中英语阅读教学中的应用，最后一章对整篇文章进行了总结。3、论文（设计）的基础条件及研究路线 本论文的基础条件是不同的教育学家对任务型教学法的研究成果。 研究路线是对任务型教学法与传统教学法进行对比，总结出优缺点并将其应用在高中英语阅读教学实践中。4、主要参考文献Willis，J. A Framework for Task-Based LearningEngland：Longman1996.Long, M. H. T

3、ask, Group and Task-group InteractionUniversity of Hawaii working papers in EFL, No.8 Page l-26. l989.龚亚夫等：任务型语言教学，北京：人民教育出版社，2003.李婕：英语任务型教学法研究现状综述. 考试周刊，2011第21期，74-75页.5、计划进度阶段起止日期1确定初步论文题目3月16日前2与导师见面，确定大致范围，填开题报告和任务书，导师签字3月16日-3月23日3提交论文提纲3月23日-3月30日4交初稿和文献综述3月30日-4月20日5交终稿和评议书5月8日前指 导 教师： 年 月

4、日教研室主任： 年 月 注：一式三份，学院（系）、指导教师、学生各一份XXXX大学本科生毕业论文（设计）开题报告书 XXX 学院 英语教育 专业 XXXX 届学生姓名XXX论文（设计）题目任务型教学法在高中英语阅读课堂的应用指导教师XXX专业职称XX所属教研室英语高年级教研室研究方向教学法与语言学课题论证：通过与传统教学法进行对比论证任务型教学法的优势以及其在高中英语阅读课堂的应用。方案设计：第一章介绍了任务型教学法实施的必要性第二章介绍任务型教学法的研究背景及现状第三章介绍了现在高中英语阅读教学存在的缺陷第四章讨论了任务型教学法在现在高中英语阅读教学中的应用第五章对整篇文章进行了总结进度计划

5、：3月16日前确定初步论文题目 3月23日前写开题报告、任务书3月30日前提交论文提纲4月20日前提交初稿和文献综述5月08日前交终稿和评议书指导教师意见： 指导教师签名： 年 月 日教研室意见： 教研室主任签名： 年 月 日XXXX大学本科生毕业论文（设计）评议书姓 名XXXX学院XXXX学院专业英语教育年级（班）XXX级英语教育X班论 文 题 目任务型教学法在高中英语阅读课堂的应用完成时间XXXX/5/8论文内容摘要阅读能力是学生写作能力的基础，也是为学生口语表达积累素材的基础，英语课程标准就把阅读能力作为英语教学的重要目标之一。但在传统的高中阅读教学中，阅读对于大多数学生而言仍然是一个薄

6、弱环节，封闭而被动的阅读让学生感到枯燥而无聊，不要说写作能力和表达能力的培养，就算是基本的阅读能力培养都是问题。究其原因，还是学生的主体性没有得到发挥，学生在被动中缺少学习的热情，效果自然不好。随着英语课程标准提出的任务型的活动，现在越来越多的老师开始熟悉并运用任务型语言教学法（TBLT）。任务型教学法以其情境真实、多元参与、激发兴趣、因材施教而受到广大英语教师和学习者的欢迎。在本文中，笔者就任务型教学法及其运用作了详细的介绍，并且将任务型教学法与传统的高中英语阅读教学进行了比较，列举了传统模式的不足和造成这些不足的原因以及应对策略，与此同时，介绍了任务型教学法在现在高中英语阅读教学中的应用及

7、其优越性。通过研究与对比，不难发现任务型教学法更加有利于学生提高阅读能力和养成良好的阅读习惯。当然，笔者同样涉及到了任务型教学法在实际应用中可能会遇到的问题以及解决方法，希望能不断地完善英语阅读的教学。指导教师评语 年 月 日指 导 教 师职称初评成绩答辩小组姓名职称教研室组长成员答辩记录： 记录人签字： 年 月 日答辩小组意见： 组长签字： 年 月 日学院意见： 评定成绩： 签章 年 月 日XXXX大学本科生毕业论文（设计）文献综述Literature Review1.1 Research background and current situationThe language teachi

8、ng concept“task-based” was first put forward by Vygotsky. He mentioned and introduced this concept in Thought and Language (1962). He got an important inspiration by observing the learning process of the learners, that is, in language learning, the interaction between the learners and teachers, lear

9、ners and learners has good effect on the learning of language and even can promote the study. He also emphasized social and interaction characters of language learning in the process. However, which can usefully reflect these characters is Task-Based Language Teaching approach. Nineteen seventies, P

10、rabhu (1987) managed a language teaching reform project, in this project, he put forward the concept and pattern of TBLT in the practice of communicative teaching method. In this way, learners can complete the communicative tasks by using target language; this method pays more attention to the meani

11、ng of language communication not the form of language. In the beginning of 1980s, Jane Wills began her experiments of Task-Based Language Teaching, and published A Framework for task-based Learning in 1966. Except them, Candlin, Nunan, Long they all had deep research about Task-Based Language Teachi

12、ng. Until 1990s, this approach formed its pattern and system, and nowadays, it has been used in foreign language teaching widely.1.2 Definition and fundamental philosophySimply, Task-Based Language Teaching means that teachers guide students through the tasks in class teaching. As for definition, us

13、ually, we pay more attention to “task”. In Modern Chinese Dictionary, task means prescribed work or responsibility, but this kind definition has no relation to teaching. The “task” in Task-Based Language Teaching is real in our real life, but not the same with the task in our real life. What the “ta

14、sk” really mean, different scholars have different ideas.Long(1985) states that task means an activity which is operated for oneself or others. In determining the teaching tasks, Long pay much attention to the importance of analyses, and he thinks that the tasks should be related to our daily life,

15、therefore, if teachers want to design teaching tasks, they must know what happened in the students real daily life. However, Longs research also has some shortcomings, for example, only when the learners make common mistakes about grammar in the process of completing the task, teachers will guide th

16、e learners attention to the form of the language, whats more, in the process of completing the task, learners usually use communicative strategy in order to avoid the complex language forms, as a result, we cannot guarantee the development of learners interlanguage system.From an educational perspec

17、tive, Richards (1986) thinks that: tasks are activities which develop in the process of learning, understanding and experiencing the language. Richards definition of “task” has very close relationship with language teaching. He puts forward that the impact of different aspects of tasks will be appli

18、ed to teaching. Through these descriptions, it is clear that the “task” in Task-Based Language Teaching has its own unique characteristics, and also reflects general characteristics of Task-Based Language Teaching. On the other hand, Breen (1987) definite the “task” from a language learning perspect

19、ive, that is to say, tasks are a series of teaching activities which are carefully organized in order to promote the study of language, all these activities have specific target, appropriate content, unique learning program and a series of results.Nunan (1989) thinks that the tasks in class teaching

20、 include real-world tasks and pedagogical tasks. He calls the tasks which the students imitate the real world in class as real-world tasks. He does not restrict that real-world tasks must be completed in real world, that is to say, what we call real-world tasks can include tasks in real world and ta

21、sks imitate real world. Nunan was the first put forward the design the tasks of information gap, it contains 5 steps: (1) introduction: introduce the tasks; (2) words and expressions: teachers explain the difficult words the students may meet in the process of activities; (3) listening, discussing a

22、nd taking notes in groups; (4) dealing with the problems in groups; (5) feedback: the students compare their plans with teachers.British linguist Wills (1996) pointed out: learners get real results in the activities by using the languageIt plays a good role on the cultivation of students cooperative

23、 consciousness, competition consciousness and sense of collective honor.Domestic scholars Gong Yafu and Luo Shaoqian have unique insight of the interpretation of task. They think that in the teaching of foreign language, especially in Task-Based Language Teaching, “task” usually refers to the activi

24、ties that take the real world as reference and take the formation of language sense as the them. They advocate dividing the Task-Based Language Teaching experts and scholars into two categories: special mission and generalized assignment.Generalized “task” is what people do in daily life, work, ente

25、rtainment or a variety thing do in other time. Some world famous linguists and teaching experts like David Nunan，Prablu and Willis and so on, they all definite “task” according to their own perspective. All of them are pointed out in the definition: task, in a word, is doing things. In the process o

26、f doing something, the learners are all very active in the process all the time and the communication process between the participants also is a process of interaction.Some language experts at home and abroad all give definition to task from different perspectives, and the author prefers the definit

27、ion of Richards: tasks are activities which are developed in the process of learning, understanding and experiencing the language. Richards definition of “task” has very close relationship with language teaching, he puts forward that the impact of different aspects of tasks will be applied to teachi

28、ng. From this point of view, the author thinks that Task-Based Language Teaching can be called the most effective teaching method of foreign language teaching, and in this way, the students can commendably grasp the language and also can handle it skillfully.1.3 The essence of the approach1.3.1 Theo

29、retical basisThe theoretical basis of Task-Based Language Teaching comes from many aspects, including psychology, sociolinguistics and the study of language acquisition and so on. One of the theoretical bases of Task-Based Language Teaching is the study of language acquisition, that is to say, we sh

30、oud understand the rules according to language acquisition. The memory of grammar knowledge cannot ensure the accuracy of the application of the language, only much of the language input can make students grasp the language they have learnt. In the application, using various tasks can be helpful for

31、 students to have integrated use of the language, pay more attention to the meaning of the language in the process of communication, and take the application of language and achieving the tasks as final target.1.3.1.1 Constructivism In this thesis, the constructivism is the most important theory we

32、need to pay attention to. As an important branch of cognitive psychology, constructivism becomes a popular topic in nowadays educational psychology. Constructivism psychologist Piaget (Switzerland) repeatedly stressed that study is the construction of the significance of objects; cognition is constr

33、ucted by the subject in the interaction between the subject and object, the construction of the subject often on the basis of the existing knowledge. Participating in the process of learning actively is the major characteristic of the constructivist learning theory.The core of Task-Based Language Te

34、aching is “the learner-centered” and “the people-centered”; the philosophical psychology basis of it is constructivism theory. Constructivism is a theory about knowledge and study. On the basis of psychology, philosophy and anthropology, constructivism considers that cognition is temporary, developi

35、ng and non-objective; it experienced the learning of inner construction and the influence of social culture. Constructivism announces the unique law of language teaching.(1) Learning theory of constructivism takes the students as the center.Teaching should provide chances for the students, let them

36、participate in real, natural and communicative activities, and lead them to look for the knowledge, put forward questions, and then construct their own pattern, concept and strategy. Hence, in the process of teaching, it is important for us to outstand students subject status, respect the individual

37、 differences. From the point of view, to their original knowledge and experience, contact the reality of life, more dialogue, and use less injection type teaching.(2) Constructivism emphasizes the situational and cooperative language teaching. (3) Constructivism holds that knowledge is the communica

38、tion in complex learning situation; learners often construct their own knowledge structure in certain complex learning context. The purpose of learning is not only to understand the knowledge, but also be able to solve the problems in real and complex situation, therefore, in foreign language teachi

39、ng, teachers should use multimedia technology, the vivid teaching situations, such as the expression of text, picture demonstration, expression of music and so on, to create real cognition, situation for students, and to help students have positive thinking, arouse related knowledge, experience and

40、knowledge representation in their memory, at last giving some personal significance on knowledge. (4) Constructivism advocates constructing knowledge through interaction and cooperation.Different people have different experience and learning situation, so they have different understanding of knowled

41、ge. Constructivism points out that in appropriate learning situation, the content of foreign language learning must fit the cognitive development level of the learners. Learners original experience and knowledge are the bases of the construction of the knowledge structure.Constructivism emphasizes t

42、hat learning is an active process of construction, in which the learner actively according to the previous cognitive structures, with the help of others and the environment, through the unique information processing process, pay attention to and selective percept the external information, to constru

43、ct the meaning of things. However, Task-Based Language Teaching emphasizes “learning in the process of doing things”. It takes task as the core, and provides chances for learners, then let them complete various tasks. In other words, it takes the learners as the subject, the task as the core, then l

44、et the learners get the language acquisition by using the language to achieve the task. This teaching theory exactly accords with the learning theory of constructivism; therefore, the theoretical basis of Task-Based Language Teaching originates from the learning theory of constructivism.In English r

45、eading teaching, teachers should design the learning materials which match the knowledge level of the students according to learners conditions and characteristics, and try best to create situations in which the students can use the language. In appropriate situations, with the help of the teacher, the students cannot help expressing their own views using the language knowledge they have learnt. In this way, the students will have great progress in reading level and the ability to use the language.1.3.1.2 Language ac