任務(wù)型教學法在高中英語閱讀課堂的應(yīng)用英語論文

1、本科生畢業(yè)論文（設(shè)計）冊學院 XXX 學院專業(yè)英語教育班級 XXXX 級英語教育X班學生 XXX指導教師XXXXXXX大學本科畢業(yè)論文（設(shè)計）任務(wù)書編 號：論文（設(shè)計）題目：任務(wù)型教學法在高中英語閱讀課堂的應(yīng)用學院： XXX學院 專業(yè):英語教育 班級:XXXX級英語教育X班學生：XXX 學號:XXXXXXX 指導教師:XXX職稱:XXX1、論文（設(shè)計）研究目標及主要任務(wù)本論文的研究目標是探討任務(wù)型教學法在高中英語閱讀教學中的應(yīng)用。其主要任務(wù)是通過分析任務(wù)型教學法的作用來指導中學英語閱讀教學。2、論文（設(shè)計）的主要容本論文分為五章，第一章介紹了任務(wù)型教學法實施的必要性，第二章介 紹任務(wù)型教學法的

2、研究背景及現(xiàn)狀，第三章介紹了現(xiàn)在高中英語閱讀教學存 在的缺陷，第四章討論了任務(wù)型教學法在現(xiàn)在高中英語閱讀教學中的應(yīng)用， 最后一章對整篇文章進行了總結(jié)。3、論文（設(shè)計）的基礎(chǔ)條件及研究路線本論文的基礎(chǔ)條件是不同的教育學家對任務(wù)型教學法的研究成果。研究路線是對任務(wù)型教學法與傳統(tǒng)教學法進行對比，總結(jié)出優(yōu)缺點并 將其應(yīng)用在高中英語閱讀教學實踐中。4、主要參考文獻Willis ,J. A Framework for Task-Based Learning . England: Longman 1996.Long, M. H. Task, Group and Task-group Interaction

3、. University ofHawaii working papers in EFL, No.8 Page l-26. l989.龔亞夫等：？任務(wù)型語言教學？，：人民教育，2003.婕：英語任務(wù)型教學法研究現(xiàn)狀綜述.？考試周刊？，2011第21期，74-75頁.5、計劃進度階段起止日期1確定初步論文題目3月16日前2與導師見面，確定大致圍，填開題報告和任務(wù)書，導師簽字3月16日-3月23日3提交論文提綱3月23日-3月30日4交初稿和義獻綜述3月30日-4月20日5交終稿和評議書5月8日前指導教師：年 月 日教研室主任：年 月注：一式三份，學院（系）、指導教師、學生各一份XXX漢學本科生畢業(yè)

4、論文（設(shè)計）開題報告書XXX 學院英語教育專業(yè) XXXX 屆學生XXX論文（設(shè)計）題目任務(wù)型教學法在高中英語閱讀課堂的應(yīng)用指導教師XXX專業(yè)職稱XX所屬教研室央語而年級教研室研究力向教學法與語言學課題論證：通過與傳統(tǒng)教學法進行對比論證任務(wù)型教學法的優(yōu)勢以及其在高中英語閱讀課堂的應(yīng)用。方案設(shè)計：第一章介紹了任務(wù)型教學法實施的必要性第二章介紹任務(wù)型教學法的研究背景及現(xiàn)狀第三章介紹了現(xiàn)在高中英語閱讀教學存在的缺陷第四章討論了任務(wù)型教學法在現(xiàn)在高中英語閱讀教學中的應(yīng)用第五章對整篇文章進行了總結(jié)進度計劃：3月16日前確定初步論文題目3 月23日前寫開題報告、任務(wù)書3月30日前提交論文提綱4月20日前提交

5、初稿和文獻綜述5月08日前交終稿和評議書指導教師意見：指導教師簽名:教研室意見:教研室主任簽名:XXX武學本科生畢業(yè)論文（設(shè)計）評議書姓 名XXXX學院XXXX學院專業(yè)英語 教育年級（班）XXX級英語教育X班論文題目任務(wù)型教學法在高中英語閱讀課堂的應(yīng)用完成時間XXXX/5/8指 導 教 師 評 語閱讀能力是學生寫作能力的基礎(chǔ)，也是為學生口語表達積累素材的基礎(chǔ)，英語課程標準就把閱讀能力作為英語教學的重要目標之一。但在傳統(tǒng)的高中閱讀教學中,閱讀對于大多數(shù)學生而看仍然是一個薄弱環(huán)節(jié)，封閉而被動的閱讀讓學生感到枯燥而無聊，不要說寫作能力和表達能力的培養(yǎng)，就算是基本的閱讀能力培養(yǎng)都是問題。究其原因，還是

6、學生的主體性沒有得到發(fā)揮，學生在被動中缺少學習的熱情，效果自然不好。隨著英語課程標準提出的任務(wù)型的活動，現(xiàn)在越來越多的老師開始熟悉并運用任務(wù)型語言教學法（TBLT。任務(wù)型教學法以其情境真實、多元參與、激發(fā)興趣、因材施教而受到廣大英語教師和學習者的歡迎。在本文中，筆者就任務(wù)型教學法及其運用作了詳細的介紹，并且將任務(wù)型教學法與傳統(tǒng)的高中英語閱讀教學進行了比較，列舉了傳統(tǒng)模式的不足和造成這些不足的原因以及應(yīng)對策略，與此同時,介紹了任務(wù)型教學法在現(xiàn)在高中英語閱讀教學中的應(yīng)用及其優(yōu)越性。通過研究與對比，不難發(fā)現(xiàn)任務(wù)型教學法更加有利于學生提高閱讀能力和養(yǎng)成良好的閱讀習慣。當然，筆者同樣涉及到了任務(wù)型教學法

7、在實際應(yīng)用中可能會遇到的問題以及解決方法，希望能不斷地完善英語閱讀的教學。指導教師職稱初評成績職稱教研室答辯小組答辯記錄:記錄人簽字：年 月 日答辯小組意見：組長簽字：年 月學院意見:評定成績:XXX漢學本科生畢業(yè)論文（設(shè)計）文獻綜述Literature Review1.1 Research background and current situationThe language teaching concept “task-based " was first put forward by Vygotsky. Hementioned and introduced this conce

8、pt 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, learners and learners has good effect on the learning of language and even can promote the study. He

9、 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, Prabhu (1987) managed a language teaching reform project, in this project, he put forward the conc

10、ept 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 meaning of language communication not the form of language. In the beginning of 1980s, Jane W川s began

11、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 Teaching. Until 1990s, this approach formed its pattern and system, and nowadays, it has been used in for

12、eign 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, usually, we pay more attention to “task ” . In Modern Chinese Dictionary , task meansprescribed work

13、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 “task ” really mean, different scholars have different ideas.Long(1985) states that task means an a

14、ctivity which is operated foroneself 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, therefore, if teachers want to design teaching tasks, they must know what happened in the studen

15、ts ' real daily life. However, Long' s research also has someshortcomings, for example, only when the learners make commonmistakes about grammar in the process of completing the task, teachers will guide thelearners ' attention tothe form of the language, what' s more, in the process

16、 of completing the task, learners usually use communicative strategy in order to avoid thecomplex language forms, as a result, we cannot guarantee the development of learners ' interlanguage system.From an educational perspective, Richards (1986) thinks that:tasksare activities which develop in

17、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 teaching. Through these descriptions, it is clear that the “

18、task ” in Task-Based Language Teaching has its own unique characteristics, and also reflects general characteristics of Task-Based Language Teaching.Onthe other hand, Breen (1987) definite the “task ” from a language learning perspective, that is to say, tasks are a series of teaching activities whi

19、ch 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 include real-world tasks and pedagogical tasks. He calls the task

20、s 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 tasks imitate real world. Nunan was the first put forward the design

21、 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 and taking notes in groups; (4) dealing with the problems in groups

22、; (5) feedback: the students compare their plans with teachers'.British linguistW川s (1996) pointed out: learners get real resultsin the activities by using the languageIt plays a good role on thecultivation of students ' cooperative consciousness, competition consciousness and sense of colle

23、ctive 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 activities that take the real world as reference and take the for

24、mation 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, entertainment or a variety thing do in

25、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 of doing something, the learners a

26、re all very active in the process all the time and the communication process between the participants also is a process of interaction.Somelanguage experts at homeand abroad all give definition to task from different perspectives, and the author prefers the definition of Richards: tasks are activiti

27、es which are developed in the process of learning, understanding and experiencing the language. Richards 'definition of“task”has very close relationship with languageteaching, he puts forward that the impact of different aspects of tasks will be applied to teaching. From this point of view, the

28、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 Theoretical basisThe theoreticalbasis

29、 of Task-Based Language Teaching comesfrom manyaspects, including psychology, sociolinguistics and the study of language acquisition and so on. Oneof the theoretical bases of Task-Based Language Teaching is the study of language acquisition, that is to say, we shoud understand the rules according to

30、 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 students to have integrated use of t

31、he 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 ConstructivismIn this thesis, the constructivism is the most important theory we need to pay attention to. As an import

32、ant 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 constructed by the subject in the interactio

33、n 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 Teaching is “the learner-centered ” and

34、“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, developing and non-objective; it exper

35、ienced 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 participate in real, natural an

36、d communicative activities, and leadthem 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 differences. From the point

37、 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 communication in complex learning situa

38、tion; 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 teaching,teachersshould use multimed

39、iatechnology, the vivid teaching situations,such as the expression oftext, 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 knowledge representation in their m

40、emory, 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 knowledge.Constructivismpoints out that in

41、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 that learning is an active proces

42、s 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 construct the meaning of things. Howeve

43、r, 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 let the learners get the

44、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 reading teaching, teacher

45、s should design thelearningmaterials 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

46、help expressing their ownviews 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 acquisition theoryKrashen: Input HypothesisTask-Based Language Teaching is a process the language lea

47、rners completing the task. Its rationality and feasibility firstly come fromKrashen' s Acquisition theory “input hypothesis ” . He thinks that ” comprehensible input “ is the condition of language acquisition. Comprehensible input means the learners can understand the language materials they hea

48、rd or read, most importantly, the level of difficulty of the material should be suitable for the learners, cannot be too simple or too difficult, otherwise, it will have no use for language acquisition. Krashen defined the language knowledge the learners already know as "I” , and the next perio

49、d of the development of language as“I + 1 ”，“1”is the distance between the current knowledge state and the next stage of language state. That is to say, only when the language materials the learners learned are in the level of“I +1 ”，can they have good effecton the development of language. Krashen e

50、mphasizes that students learn certain language must through "comprehensible input ”(Krshen,1985:90). If the input goes a little beyond the learners current ability, acquisition comes into being naturally. Therefore, teachers 'responsibility is to let the students accept comprehensible langu

51、age input as much as possible.Long: Interaction HypothesisHomologous with Krashen, Long thinks that acquisition comes from comprehensible input, but he pays more attention to how to be understood. He proposed that language can be learned through " interactive dialogue ” (Long, 1985). The most i

52、mportant and useful way to make the input be comprehensible is the constant mutual cooperation in the process of conversational interaction, and then does interactive correction of the problems may arise. This language mechanism called“modifiedinteraction ” . For example, the students get the inform

53、ation by changing their utterance. According to the theory mentioned above, foreign language class should have various activities with" modifiedinteraction ” , in other words, task. Students do dialogue interaction in the process of completing the task, and then produce the language acquisition

54、.1.3.2 Principles(1) The principle of interestTask-Based Language Teaching cultivates students ' language ability by achieving the tasks, and the completion of the tasks must throughactivities, students as the subject, enthusiasm is excited, great cause come from the interest of Task-Based Langu

55、age Teaching. In other words, the tasks teachers designed must can attract students ' attention and let the students feel very happy when they participant in these activities.(2) Real and practical principlesTask-based languages teaching method has changed the traditional teaching models based o

56、n the teaching of knowledge, and now take the cultivation of students ' language ability as the core, therefore, the situation of the task should be real and be related to our real daily life and study, only by doing so can the students truly use the language in practice, and can develop student

57、s ' language ability.(3) Principles of operationStudents grasp the application of language by completing tasks, if the task goes beyond students knowledge and ability, even make students feel confused, as a result, Task-Based Language Teaching will becomeempty talk and has no chance to operate.

58、Therefore, in teaching practice, teachers need to design suitable and appropriate tasks according to students ' real ability, teaching goal and teaching content. Consequently, teachers need to pay much attention tounderstand thestudents, not only their study but also their daily life.(4) Principles of learning from applicationThe learning theory of Constructivism states that the process ofteaching is such a process which is in the guiding of the teachers;students construct thei