全國優(yōu)秀教育碩士專業(yè)學(xué)位論文.doc

全國優(yōu)秀教育碩士專業(yè)學(xué)位論文推薦表 單位名稱：浙江大學(xué) 填表日期：2008年 11月 19日論文題目基于任務(wù)型英語教學(xué)的實驗研究作者姓名論文答辯日期學(xué)科專業(yè)方向高鴻燕2007年5月學(xué)科教學(xué)（英語）攻碩期間及獲得碩士學(xué)位后一年內(nèi)獲得與碩士學(xué)位論文有關(guān)的成果發(fā)表學(xué)術(shù)論文(題目，刊名,時間，社會影響)任務(wù)型教學(xué)法在中學(xué)英語教學(xué)中的運用教學(xué)月刊ISSN 1671-7058CN 33-1279/G4 2006-10（上）2006年10月從元認(rèn)知角度來提高大學(xué)英語寫作能力考試周刊ISSN 1673-8918CN 22-1381/ G4 2008年16期2008年4月論文所產(chǎn)生的實際影響(對作者工作及所在單位工作)通過該項實驗研究，作者在一定程度上提高了自身的科研水平，掌握了一定的科學(xué)研究方法，提高了自身的科研意識。在實際的教學(xué)工作中，能有意識地將這項研究中的任務(wù)型學(xué)習(xí)理論與課堂、教材和學(xué)生相結(jié)合，并和同事一起探討適合本校學(xué)生的任務(wù)設(shè)計，從學(xué)生的需要出發(fā)，結(jié)合學(xué)生的實際，努力提高學(xué)生的學(xué)習(xí)興趣，學(xué)生的學(xué)習(xí)效果也得到了提高。應(yīng)該說，教育碩士論文使作者在教學(xué)理論上提升了一個高度，也為以后的教學(xué)工作指明了方向。出版專著(名稱、出版社、出版時間)獲獎項目(名稱、等級及時間)任務(wù)型教學(xué)法在職高英語教學(xué)中的運用獲浙江省富陽市第19屆中小教學(xué)專題研究論文評比三等獎 2007年4月中文論文摘要(論文選題的意義,論文運用的主要研究方法,主要研究成果,主要參考文獻)“任務(wù)型”教學(xué)(TBL)是根據(jù)我國新形勢下對英語的社會需求和英語學(xué)科在基礎(chǔ)教育中的價值定位，汲取了國內(nèi)外英語教育理論家的研究精髓的基礎(chǔ)上提出來的。然而學(xué)術(shù)界雖然提倡任務(wù)型教學(xué)，但是針對課堂，尤其是中職英語課堂的相關(guān)研究還很少。鑒此，作者根據(jù)Jane Willis 的任務(wù)型教學(xué)理論框架，進行了一項基于任務(wù)的職高英語教學(xué)實驗研究，目的在于：檢驗這一教學(xué)模式是否有助于激發(fā)職高學(xué)生的學(xué)習(xí)興趣、增強學(xué)生的學(xué)習(xí)自信心，能否適用于職高英語的教學(xué)，能否提高學(xué)生的學(xué)習(xí)效率。作者采用了問卷調(diào)查法、訪談法和實驗法等多種研究方法，采用前測后測實驗組和控制組的方法，嘗試性地把任務(wù)型教學(xué)模式具體實施應(yīng)用到了中職英語課程的教學(xué)中。實驗前對富陽學(xué)院高一年級七個平行班的英語進行了前測，結(jié)果表明其中兩個班級在英語總體水平和聽、說、讀、寫上不存在顯著性差異，可以作為實驗對象：一個為實驗班，一個為控制班。整個實驗持續(xù)半年。后測獨立樣本T檢驗表明實驗班和控制班的總分出現(xiàn)了極其顯著的差異，配對樣本T檢驗表明基于任務(wù)的學(xué)習(xí)模式使實驗班的學(xué)生在聽、說、讀、寫方面也產(chǎn)生了顯著性差異。問卷調(diào)查和訪談表明：實驗班學(xué)生基于任務(wù)型學(xué)習(xí)模式對學(xué)習(xí)動機、學(xué)習(xí)自信心和學(xué)習(xí)能力等方面均持肯定態(tài)度。該實驗表明基于任務(wù)的職高英語教學(xué)有助于激發(fā)學(xué)生的學(xué)習(xí)興趣，有助于增強學(xué)生的學(xué)習(xí)自信心，有助于提高學(xué)生的學(xué)習(xí)能力和效果，值得我們推廣。主要參考文獻：1. Andrew Littlejohn. 1996.10. “What is a good task”. English Teaching Professional 2. Gong, Yafu & Luo, Shaoxi, 2003. Task-based Language Teaching. Beijing: Peoples Education Press3. Hu, Xiaodong. 2003. “Task-based ApproachA New Model of English Teaching in Senior Middle Schools”. Nanchang: Journal of Jiaxing College.15(4),118-1214. Nunan, D. “Communicative tasks and the language curriculum”. TESOL Quarterly, 25(2):279-295.5. Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press6. Willis, J. 1996. A Framework For Task-based Learning. Oxford: Longman專家推薦理由高鴻燕同志的論文采用問卷調(diào)查、訪談和實驗等多種研究方法，探討任務(wù)型教學(xué)法在中職英語教學(xué)中的應(yīng)用。論文選題恰當(dāng)，注重理論聯(lián)系實際，研究結(jié)果具有實踐意義。論文結(jié)構(gòu)完整，層次清晰，論證有力，符合學(xué)術(shù)規(guī)范。 專家簽字：張建民單位推薦意見學(xué)位評定委員會分會主席（簽章）：周谷平 單位公章 2008 年12 月16 日說明：學(xué)科專業(yè)方向包括教育管理、教育技術(shù)、小學(xué)教育和學(xué)科教學(xué)，其中學(xué)科教學(xué)要說明具體方向，如學(xué)科教學(xué)（數(shù)學(xué)）。本表可復(fù)印、附頁。碩 士 學(xué) 位 論 文(專業(yè)學(xué)位)論文題目 基于任務(wù)型英語教學(xué)的實驗研究作者姓名 高鴻燕 指導(dǎo)教師 馬博森 _ 學(xué)科(專業(yè)) 教育碩士 學(xué)科教學(xué)（英語） 所在學(xué)院 外國語言文化與國際交流學(xué)院提交日期 2007.4.20 An Experimental Study on Task-based English Teaching in Vocational High Schools By Gao Hongyan Under the Supervision of Professor Ma Bosen A Thesis Submitted to School of International Studies Zhejiang University In Partial Fulfillment of the Requirement for the Degree of Master of Education Apr.20, 2007Table of ContentsAcknowledgements.iiiAbstract.iv摘要.viChapter 1 Introduction11.1 Research Background.11.2 Comparison between Traditional Syllabus and Task-based Syllabus.31.3 Significance of Advocating Task-based Learning (TBL).31.4 Structure of the Thesis.5Chapter 2 Literature Review.62.1. Task-based Learning/Teaching.62.1.1 Definition of Task.62.1.2.Components of Tasks.92.1.3 Good learning Tasks102.1.4 Principles and Characteristics of Task-based Learning/Teaching . Characteristics of Tasks. Features of TBL. Principles of Designing Tasks 132.2 Teachers Roles in TBL.152.2.1 Controller152.2.2 Assessor.162.2.3 Organizer.162.2.4 Prompter.172.2.5 Participant172.2.6 Resource-provider.182.3 Theoretical Basis of Task-based Language Learning.182.3.1 Language Acquisition Theory.202.3.2 Social Constructivism.202.3.3 Curriculum Development Theory.212.4 Willis(1996)s Model of TBL222.5 The Present Model.23Chapter 3 Methodology.263.1 Research Questions263.2 Participants.263.3 Research Instruments.273.4 Procedures.28Chapter 4 Results and Discussion.334.1 Results334.1.1 Experimental Data Analysis334.1.2 Results of the Questionnaire.344.1.3 Results of the Interview.364.2 Discussion.384.2.1 TBL and Students Motivation .384.2.2 TBL and Students Self-confidence394.2.3 TBL and Students Learning Ability .39Chapter 5 Conclusion435.1 Research Findings.435.2 Implications for TBL in Teaching English.435.3 Limitations of the Study.445.4 Concluding Remarks.45Bibliography.46Appendix I Task-based Learning of English Questionnaire49Appendix II The Post-test Examination Paper50Acknowledgements I am greatly indebted to my supervisor, Prof. Ma Bosen, for his valuable suggestions and assistance in writing this thesis. Thanks also go to all my teachers: Dr. Wu Zongjie, Prof. Zhang Jianmin, Prof. Ding Jianming, Dr. He Huibin, Mr. Cheng Gang and Mr. Sui Hongsen, for their effective instruction on how to engage in research and write academic articles. I also wish to extend my thanks to the library assistants who supplied me with reference materials of great value.My gratitude also goes to my friend, George Wilson and Margaret, a couple of Australian teachers, for their kindness of giving me some suggestions and correcting my research paper. I also want to thank my colleagues, especially Mr. Tang Liangbin and Mr. Zhang Jianmin, for their prompt help with my statistics analysis using SPSS.10 when I was in trouble.In addition, I would like to express my gratitude to all the participants during the course of the research. These eithty-eight students, who are from different parts of Fuyang, are all enthusiastic and trustworthy.Finally I would like to take this opportunity to thank my husband and my parents, and my little son, for their continued patience and loving support. AbstractSince the innovation of the English teaching in China, teachers of English have been exposed to different teaching styles. The textbooks have been changed several times and the teaching methods have also altered. In order to avoid confusion brought about by implementation of the new policy, Chinas New Revised Curriculum for Middle Schools explicitly stipulates that “Task-based Language Learning” approach should be advocated to develop students comprehensive abilities in using a language. The emphasis on Task-based Language Learning is found not only in China but also in some other countries and regions, such as the USA, Canada, Singapore, Hong Kong and so on.Up to the present, many problems still exist in the teaching of English in vocational schools. One of the main problems is that most of the teachers are still using traditional methods, such as drill and repetition, learning word lists, choral response etc. to teach students the language points and expressions because they want to increase the students store of language. As a result, students find the lessons boring and consequently they have little interest in learning English. This paper proposes a task-based learning (TBL) model based on Jane Willis (1996) framework. It can be theoretically explained from the perspectives of language acquisition theory, social constructivism, and curriculum development theory. According to language acquisition theory, learners actually need opportunities to practice language in different contexts, they also need to use these established expressions in different situations and settings, so that their own language system can be developed. Social constructivists regard learning as a social and collaborative process. Curriculum theory emphasizes the interdependence of knowledge and values and stresses the importance of learning as a social process. All these approaches were proposed in task-based instruction. The literature review shows that although task-based learning has been advocated in academic circles, the relative research on classroom research, especially in vocational schools appears very sparse. In view of this, this paper carried out an experimental research on task-based learning in vocational schools to establish whether TBL helps to build up the students motivation and self-confidence, to improve the students learning ability, and whether task-based learning is effective.The research instruments adopted in this paper were pre-test/post-test design with an experimental class and control class, a questionnaire and an interview. A pre-test was given to the seven classes in Senior Grade One in Fuyang Teachers Training School. Then, two classes, whose English proficiency and listening, speaking, reading and writing exhibited no significant difference, were chosen as the participants, one as the experimental class and the other as the control class. The study was conducted over a six-month period, and at the end of it, a post-test was held and the observation was again made. The post Independent-Samples T Test indicates great significance appeared in the learning quality between the two classes. Paired-Samples T Test proved that task-based learning brought about significant changes in the students listening, speaking, reading and writing. In addition, the questionnaire and the interview showed that the participants hold a positive attitude towards task-based learning. The research suggests that TBL is effective in arousing students learning interest, to improve students self-confidence and learning ability. Based on the findings of this project , it is worth extending.Key Words: task-based learning; English teaching; vocational school摘要自從我們國家實施新課改以來，教師和學(xué)生都經(jīng)歷了一輪又一輪的新課程改革，我們的教材也在逐步地改進和完善，英語教學(xué)也是如此?！叭蝿?wù)型”教學(xué)(TBL)就是根據(jù)我國新形勢下對英語的社會需求和英語學(xué)科在基礎(chǔ)教育中的價值定位，汲取了國內(nèi)外英語教育理論家的研究精髓的基礎(chǔ)上提出來的。英語課程標(biāo)準(zhǔn)(實驗稿)明確指出“倡導(dǎo)任務(wù)型的教學(xué)途徑，培養(yǎng)學(xué)生綜合語言運用能力”。目前，許多國家和地區(qū)，如美國、加拿大、新加坡、香港等地的教學(xué)大綱或課程標(biāo)準(zhǔn)都提出了“任務(wù)型語言學(xué)習(xí)的模式”。任務(wù)型教學(xué)的目的是給學(xué)生提供實踐的機會，通過設(shè)計的任務(wù)活動使他們能在口頭、筆頭上參與到真實的以意義而不是以形式為目的的語言實際操練之中。目前，在職高英語教學(xué)中，教師采用的最主要的教學(xué)方法還是以講解語言知識點為主的傳統(tǒng)方法，導(dǎo)致學(xué)生對學(xué)習(xí)缺乏興趣，學(xué)生的學(xué)習(xí)效率也不高。本文作者根據(jù)Jane Willis 的任務(wù)型教學(xué)理論框架，提出一個基于任務(wù)的職高英語教學(xué)模式。這一模式可從語言習(xí)得理論、社會建構(gòu)理論以及課程發(fā)展理論等角度來解釋和理解。語言習(xí)得理論認(rèn)為，學(xué)習(xí)者實際上不僅需要有在不同情境中反復(fù)實踐的機會，還需要在不同情境中使用這些固定的表達方式，從而發(fā)展自己的語言系統(tǒng)；社會建構(gòu)主義者認(rèn)為，學(xué)習(xí)是一個社會交互的過程；課程發(fā)展理論則強調(diào)知識和倫理價值之間的關(guān)系，強調(diào)學(xué)習(xí)是一個社會化的過程。所有這些都是任務(wù)型教學(xué)理論所倡導(dǎo)的。然而文獻綜述表明，雖然學(xué)術(shù)界提倡任務(wù)型教學(xué)，但是針對課堂，尤其是中職英語課堂的相關(guān)研究還很少。鑒此，本文進行了一項基于任務(wù)的職高英語教學(xué)實驗研究，目的在于：檢驗這一教學(xué)模式是否有助于激發(fā)學(xué)生的學(xué)習(xí)興趣、增強學(xué)生的學(xué)習(xí)自信心，能否適用于職高英語的教學(xué)，能否提高學(xué)生的學(xué)習(xí)效率。作者采用了問卷調(diào)查法、訪談法和實驗法等多種研究方法，采用前測后測實驗組和控制組的方法，嘗試性地把任務(wù)型教學(xué)模式具體實施應(yīng)用到了中職英語課程的教學(xué)中。實驗前對富陽學(xué)院高一年級七個平行班的英語進行了前測，結(jié)果表明其中兩個班級在英語總體水平和聽、說、讀、寫上不存在顯著性差異，可以作為實驗對象：一個為實驗班，一個為控制班。整個實驗持續(xù)半年。后測獨立樣本T檢驗表明實驗班和控制班的總分出現(xiàn)了極其顯著的差異，配對樣本T檢驗表明基于任務(wù)的學(xué)習(xí)模式使實驗班的學(xué)生在聽、說、讀、寫方面也產(chǎn)生了顯著性差異。問卷調(diào)查和訪談表明：實驗班學(xué)生基于任務(wù)型學(xué)習(xí)模式對學(xué)習(xí)動機、學(xué)習(xí)自信心和學(xué)習(xí)能力等方面均持肯定態(tài)度。該實驗表明基于任務(wù)的職高英語教學(xué)有助于激發(fā)學(xué)生的學(xué)習(xí)興趣，有助于增強學(xué)生的學(xué)習(xí)自信心，有助于提高學(xué)生的學(xué)習(xí)能力和效果，值得我們推廣。關(guān)鍵詞：英語教學(xué)；任務(wù)型教學(xué)；中等職業(yè)學(xué)校； Chapter 1 Introduction1.1 Research BackgroundFor several decades, English teaching in China has been aimed at teaching to pass exams. Students were trained to remember the words and grammar in order to participate successfully in the exams. Under this teaching situation, some students might write English perfectly, but most of the students listening, speaking and reading skills were not well developed. Many excellent students could get very high scores in Graduate Record Examination (GRE), Test of English as a Foreign language (TOEFL) and International English Language Testing System (IELTS). But it was said that when these students went abroad, they couldnt get used to the new environment. They couldnt communicate with the native people because they couldnt even understand the language although they could write very well. Their English was called “deaf and mute English”. But language is used for communication. Educators in China also saw the shortfall. So they began to focus their efforts to change the situation. Reforms of English teaching were then put into practice. Since the innovation of the English teaching in China, teachers of English have experienced different teaching styles. The textbooks have been changed several times and the teaching methods are also different. In order to avoid confusion brought about by implementation of the new policy, Chinas New Revised Curriculum for Middle Schools explicitly stipulates that “Task-based Language Learning” approach should be advocated to develop students comprehensive abilities in using a language. The textbooks now aim at real communications, and there are many more chances for students to practise English in the four macro-skills of listening, speaking , reading and writing. Through this type of teaching model, current students should be able to use English much better than those who studied previously. But up to the present, there still exist numerous problems in the teaching of English in Chinese vocational schools. It is true that most of the vocational school students failed to be selected by normal high schools. Many of these students are not good at study, especially at English. They have few English words, they cannot use English to express ideas, they cannot understand what the teachers say, they cannot read English and write. So all these often lead them to the failure in their exams. This failure creates a loss of self esteem and less motivation to learn the language. Often they quickly lose interest in their study of English. Some of them even refuse to learn English and this influences their general learning confidence and ability. Facing this type of students, most of the teachers in vocational schools are still using the traditional methods to teach them the language points and expressions because they wish to increase the students store of language. As a result, the students become bored with the lessons. It is therefore necessary for the English teachers to find an efficient way of teaching to try to change this attitude and thus help the students.According to the syllabus for secondary vocational schools, English teachers are required to focus on the cultivation of students communicative ability in English and their interests in learning. The duty of English education, as the Chinese Ministry of Education has stated, is to inspire and foster the students interest in learning; help them clarify the aims of English learning; develop their abilities of self-learning and cooperation; form their effective English learning strategies; and develop their integrating skills of using English. The Reform of the New Curriculum advocates using TBL (task-based learning) to help students with their English learning. This approach, as noted in the English Curriculum for Senior Middle School (State Education Commission,2001), states clearly: “under teachers guidance, students should achieve the task goals and experience success through perception, practice, participation and cooperation. Schools should adjust students learning strategies and emotions in the process of learning, help them form the active learning attitude, and improve their language competence”. Task-based approach has become more and more popular since 1980s. The core of TBL is “ learning by doing ”. As one of the later developments of the communicative approach, it proposes that students learn to use English by fulfilling real life tasks. Task-based approach can therefore be used as a guideline for the teaching of English in the vocational schools. As will be seen completing a task can stimulate students learning desire. From this point, TBL also suits the characteristics of the vocational school students.1.2 Comparison between Traditional Syllabus and Task-based SyllabusIt is well known that the traditional syllabuses, based on the hypotheses that there is an correlation between what is taught and what is learned, always focus on the end products or results of the teaching process. So, it is always teacher-centered. Language teaching aims to engage the learners in mastering the knowledge of the target language rather than the language itself and traditional syllabuses place emphasis on the forms of the language, for example, to learn the grammar and sentence structures. As a result the grading and sequencing of the syllabus items are usually carried out according to linguistic principles. However, the task-based syllabus focuses on the process of learning and the experience in itself and is centered in the constructing and communicating of meanings rather than the forms. It focuses on arousing learners interests and participation. In addition, the tasks are always selected, graded and sequenced according to the cognitive and performance demands made upon the learners. Therefore, the language teaching of the task-based syllabus always focuses on the solving of problems connected with the learners real life, learning experience and society. Thus, learners are always the dominants of the La