On Application of Taskbased Approach to Reading Teaching in English Classes任務(wù)型教學(xué)在英語課堂閱讀教學(xué)中的應(yīng)用

1、on application of task-based approach to reading teaching in english classes abstract21st century, the growing trend in english teaching should be for teachers to adopt task-based language teaching (tblt). however, the fact is that a lot of teachers do not use task-based approach in practical englis

2、h reading lessons. reading plays an important role in english learning. in english classes, principles and models for teaching reading should be paid attention to. this paper outlines the principles that underlie task-based language teaching (tblt) and to give examples of classroom activities within

3、 the approach. the author carried out a research that shows how tblt methodology is applied in reading teaching in english classes in nanao middle school. and the author found that task-based curriculum design is more complex than traditional teaching methods (ppp). these factors lead many teachers

4、do not want to apply task-based approach to give lectures, but a series of questionnaires and reading tests showed that task-based approach can enhance students interest in learning and reading skills, better reflect the requirements of new curriculum standard.key words: task-based language teaching

5、 (tblt), traditional reading teaching, application任務(wù)型教學(xué)在英語課堂閱讀教學(xué)中的應(yīng)用 摘 要 摘要: 21世紀，在英語課堂教學(xué)中，教師的教學(xué)趨勢應(yīng)是采用任務(wù)型語言教學(xué)（tblt）。然而，事實是，很多教師沒有將任務(wù)型語言教學(xué)（tblt）開展落實于英語課堂。閱讀在英語學(xué)習中扮演著舉重若輕的角色。在英語課堂中，閱讀教學(xué)的原則和模式應(yīng)予以重視。本文以概述的原則介紹任務(wù)型語言教學(xué)法（tblt），并展示該方法在英語閱讀課堂的實踐事例任務(wù)型教學(xué)在英語課堂閱讀教學(xué)中的應(yīng)用作為一個實驗性研究應(yīng)用于南澳中學(xué)。筆者發(fā)現(xiàn)任務(wù)型教學(xué)的課程設(shè)計較傳統(tǒng)3p教學(xué)法更復(fù)雜，這

6、導(dǎo)致許多教師不愿意應(yīng)用任務(wù)型教學(xué)法進行講學(xué)，但一系列的調(diào)查問卷和閱讀測試顯示，任務(wù)型教學(xué)更能提高學(xué)生的學(xué)習興趣和閱讀能力，更能體現(xiàn)新課標的教學(xué)要求。關(guān)鍵詞： 任務(wù)型閱讀教學(xué) 傳統(tǒng)閱讀教學(xué) 應(yīng)用 contentsabstracti摘 要iichapter 1 introduction1.1 necessity of the research11.2 feasibility of the research1chapter 2 literature review2.1 definition12.1.1 what is task-based language teaching（tblt）12.1.2

7、what is a task32.1.3 the classification and design principle of the task42.1.4 the steps of task-based language teaching (tblt)42.1.5 comparison between the traditional model of english language teaching and tasked-based language teaching (tblt)52.2 what is reading62.3 some principles for english re

8、ading classes7chapter 3 the design of the research3.1 the purpose of the research73.2 the hypothesis of the research83.3 the process of the research83.3.1 the design of the research83.3.2 the objects of the research83.3.3 pretesting83.3.4 the first posttesting113.3.5 the second posttesting133.5.4 an

9、alysis of the questionaire16chapter 4 discussion4.1 the advantage of task-based language teaching (tblt)174.2 the disadvantage of task-based language teaching (tblt)174.3 factors considered in designing tasks174.4 the limitations of the research and suggestions to the future184.4.1 the limitations o

10、f the research184.4.2 suggestions to the future19chapter 5 conclusionconclusion19references21appendix22appendix i test of reading in english class for middle school22appendix ii) test of reading in english class for middle school23appendix iii) test of reading in english class for middle school24app

11、endix iv) questionnaire25acknowledgements26chapter 1 introduction1.1 necessity of the researchthe growing trend in english teaching is for teachers to adopt task-based language teaching. according to the course criteria of english teaching, task-based approach should be adopted in english teaching a

12、s much as possible. reading plays an important role in english teaching, so in the process of reading teaching, students should be put into the activities in which they can perceive, analyze, comprehend and drill what they need to learn. and they can try to develop their ability of using english.how

13、ever, the fact is that a lot of teachers do not carry out task-based language teaching (tblt) in practical english class. why not adapted tblt? we are going to find out the reasons and give advices. the purpose of this paper is to outline the principles that underlie task-based language teaching (tb

14、lt) and to give examples of classroom activities within the approach.1.2 feasibility of the researchtask-based language teaching (tblt) offers practical ways of creating a balance in classroom instruction between developing “knowing what” and “knowing how”. this paper discusses how tblt methodology

15、is applied in reading teaching in english classes in nanao middle school. the author works in nanao middle school as an english teacher. it offers a lot of opportunities to carry out the research. chapter 2 literature review2.1 definition 2.1.1 what is task-based language teaching（tblt）task-based la

16、nguage teaching is widely promoted in english language teaching nowadays. many teachers are asking “what is task- based language teaching?”task-based language teaching (tblt) was first invented in the 1970s, popularized abroad in the 1980s, and introduced into china in the 1990s. task-based language

17、 teaching (tblt) can be regarded as one particular development within the broader “communicative approach”. it shares the same beliefs, as language should be learned as close as possible to how it is used in real live. it is currently much discussed in many parts of the world and, indeed, is recomme

18、nded in the official curriculum documents of a growing number of countries and regions.many teachers may be familiar with the presentation, practice and production (ppp) model of teaching. a typical ppp lesson would start by the teacher introducing a new language item in a context followed by some c

19、ontrolled practice, such as drilling, repetition, dialogue reading, etc. students then move on to produce the language in a more meaningful way, such as role play, a drama, an interview, etc. some teachers may also be familiar with the five-step teaching method, which is quite similar to the ppp mod

20、el but adding revision at the beginning and consolidation at the end.with the increasing popularity of task-based language teaching (tblt), some teachers may wonder what differences there are between ppp and tblt. willis uses two figures to demonstrate their differences. pre-taskintroduce a tasklllw

21、hile-taskplanningreportllpost taskanalysis and practice;review and repeat taskpost-task task-based language teaching (tblt)practiceof new item: drills, exercises, dialogueproductionactivity or role playpresentationof single “new” item ppp2.1.2 what is a taskdifferent teachers and writers use differe

22、nt definitions of the term “task”, such as:1 a piece of classroom work which involves learners in comprehending, manipulating, producing or interesting in the target language while their attention is principally focused on the meaning rather on the form. the task should have a sense of completeness,

23、 being also to stand alone as a communicative act in its own right. (nunan)2 any structured language learning endeavor which has a particular objective appropriate contents, a specified working procedure, and range of outcomes for those who undertake the task . (breen) 3 an activity which is designe

24、d to help achieve a particular goal. a number of dimensions of tasks influence their use in language teaching. (richards etal)most people would probably agree on certain basic characteristics (clark, scarino and brownell):1 a purpose. tasks are activities in which students work purposefully towards

25、an objective.2 a context. the objective may be one that students have set for themselves or one which has been set by the teacher.3 a process. there is a process to get the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualising and communicating.4 a produc

26、t. there will be some form of outcome, either visible (a written plan, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.).when students are carrying out a task, they are focusing on the complete act of communication. sometimes, however, we may wish to focus their a

27、ttention on individual aspects of language, such as vocabulary, grammar or individual skills. we can call these activities exercise. another kind of activity, which is very common in communicative language teaching, comes halfway between tasks and exercise. this kind of activity consists of contextu

28、alised practice of language items(often a particular grammar point).for instance, it could be an activity that helps the students to master the present continuous tense by getting them to describe what is happening in a picture. this kind of activity can be called an exercise-task. the relationship

29、between exercise, exercise-tasks and tasks is shown in the following figure. purposeful & contextualized communicationfocus on individual language itemsexercise exercise-task task(adapted from littlewood)2.1.3 the classification and design principle of the task breen suggests that teachers need to a

30、ddress four sets of questions when designing tasks:-what is the objective of the task?-what is the content of a task?-how is the task to be carried out?-in what situation is the task to be carried out?2.1.4 the steps of task-based language teaching (tblt)with the answers to the above questions in mi

31、nd, we move on to some specific steps in designing task. there are basically five steps.step 1 think about students needs, interests and abilitieswhat are the needs, interests and abilities of the students? what kind of things do they like to do? what can they handle?step 2 brainstorm possible tasks

32、brainstorm a list of communicative tasks for the topic(s) listed in your textbooks that students may be interested in doing. bear in mind that a task should have a communicative purpose and should be goal-oriented. for example, making a guide for using the new school library; making a poster illustr

33、ating with pictures and descriptions the changes that have taken place in the neighborhood in the past 10 years.step 3 evaluate the listafter you have brainstormed the possible task, you can use the following criteria to evaluate them.-educational value-appropriateness to the students needs, interes

34、ts and abilities-availability of suitable resources-time availablestep 4 choose the language itemsyou need to analyze the language items required by the tasks at two stages. in the first stage, you need to consider the level of linguistic difficulty in order to decide whether to accept, reject or mo

35、dify a task that you originally planned. the second stage is when you have drawn up your final list of tasks. you need to work out the possible language knowledge and skills needed to accomplish the task. if necessary, some exercise-tasks or pre-task language practice may be designed to prepare stud

36、ents linguistically for the task.step 5 preparing materialsat this stage, you need to prepare the materials that the students need to carry out the tasks. as tasks involve the holistic use of communicative language, the students are going to need support in this aspect.2.1.5 comparison between the t

37、raditional model of english language teaching and tasked-based language teaching (tblt)a traditional model for the organization of language lessons in the classroom has long been the ppp approach (presentation, practice, production). with this model, individual language items (for example, the past

38、continuous) are presented by the teacher, then practiced in the form of spoken and written exercises (often pattern drills) and then used by the learners in less controlled speaking or writing activities. although the grammar point presented at the beginning of this procedure may well fit neatly int

39、o a grammatical syllabus, a frequent criticism of this approach is the apparent arbitrariness of the selected grammar point, which may or may not meet the linguistic needs of the learners, and the fact that the production stage is often based on a rather inauthentic emphasis on the chosen structure.

40、while the main advantages of tblt are that language is used for a genuine purpose meaning that real communication should take place, and that at the stage where the learners are preparing their report for the whole class , they are forced to consider language form in general rather than concerning o

41、n a single form (as in the ppp ) where as the aim of the ppp model is to lead from accuracy to fluency , the aim of tblt is to integrate all four skills and to move from fluency to accuracy plus fluency. the range of tasks available (reading texts, listening to texts, problem-solving, role plays , q

42、uestionnaires, etc) offers a great deal of flexibility in this model and should lead to more motivating activities for the students. students who are used to a more traditional approach based on a grammatical syllabus may find it difficult to come to terms with the apparent randomness of tblt, but i

43、f tblt is integrated with a systematic approach to grammar and lexis, the outcome can be a comprehensive, all round approach that can be adapted to meet the needs of all learners.2.2 what is readingas reading is very much a part of our daily life, we hardly consider the processes involved and we rar

44、ely ask the question: “what is reading?” according to day and bamford, “reading is the construction of meaning from a printed or written message.” in other words, reading comprehension involves extracting the relevant information from the text as efficiently as possible, connecting the information f

45、rom the written message with ones own knowledge to arrive at an understanding. reading is a silent and individual activity since the writers intention was for the text to be read rather than heard. there are two broad levels in the act of reading : i) a recognition task of perceiving visual signals

46、from the period page through the eyes; ii ) a cognitive task of interpreting the visual information, relating the received information with the readers own general knowledge, and reconstructing the meaning that the writer had meant to convey.2.3 some principles for english reading classesin english

47、classes, principles and models for teaching reading should be paid attention to. when teaching reading in english classes, great care should be taken regarding how we should teach, which involves materials selection, task design, student motivation and skills development. we also have to pay attenti

48、on to pre-reading activities, while-reading activities and post-reading activities. below are some principles for teaching reading.a) the selected texts and attached tasks should be accessible to the students. inaccessible texts and tasks do not help improve students reading skills but cause frustra

49、tion.b) tasks should be clearly given in advance. preferably, tasks should motivate students.c) task should be designed to encourage selective and intelligent reading for the main meaning rather than test the students understanding of trivial details.d) tasks should help develop students reading ski

50、lls rather than test their reading comprehension. if you always ask students to read passages then answer multiple choice questions, you are actually testing them not developing their reading skills.e) the teacher should help students not merely to cope with one particular text in class but to devel

51、op their reading strategies and reading ability in general so that they are able to apply the strategies or skills learned in class to tackle other texts they encounter outside class or in the future.f) the teacher should provide enough guidance and assistance at the beginning to help students read

52、and develop reading strategies but gradually withdraw his/her guidance as students progress so that they eventually become independent readers.chapter 3 the design of the research3.1 the purpose of the research the purpose of this research is to outline the principles that underlie task-based langua

53、ge teaching (tblt) and to give examples of classroom activities within the approach. compared with the traditional model of english language teaching (ppp), the author wants to find out the feasibility and availability of tasked-based language teaching (tblt). the results of the research can offer s

54、ome useful advices for practical reading teaching. it also helps teachers to lead students to get effective reading methods and enhance their integrated language capability.3.2 the hypothesis of the research1) task-based approach is better than traditional model of english language teaching (ppp) in

55、 reading teaching of english classes.2) compared to traditional model of english language teaching, task-based language teaching (tblt) can stimulate students interest on reading and enhance their integrated language capability.3.3 the process of the research3.3.1 the design of the researchthe autho

56、r has two classes learned the same materials. the approach of traditional model of english language teaching (ppp) is carried out in class 1. task-based approach is carried out in class 2. the reading materials are from oxford english for middle school students (shenzhen edition). precisely test for

57、 three times in three months from february 20th, 2011 to april 5th, 2011.3.3.2 the objects of the researchthe objects of the research are students from class 1 grade 7 and class 2 grade 7. they are both at approximately the same level. there are 35 students in both classed. class 1 is the control class and class 2 is the experimental class. traditional model of english language teaching (ppp) is carried out in class 1. task-based language teaching (tblt) is carried out in class 2.3.3.3 pretesting here is the design of the research for pretesting in bot