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Classification No. Confidential Grade Task-based Language Teaching and Its Application in Junior English Classroom School Major English Education Foreign Languages Department Student’s Name: XXX Grade Class: Class 1 Grade 2005 Supervisor Zhao Xiaoguang Lecturer April 2009 Undergraduate Thesis
论文分类号 密 级 任务型教学法及其在初中英语教学中的应用 系别 专业 外语系英语专业 姓名 学号 于荣梅 0533101 年级 班别 2005级 1班 教师 职称 赵晓光 讲师 2009 年 4 月 吉林师范大学博达学院 毕业
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作者签名 日期 年 月 日 指导教师签名 日期 年 月 日 i i Table of Contents 1. Introduction ................................................................................................................ 3 2. Literature review ........................................................................................................ 3 2.1 Definition of TBLT ............................................................................................ 3 2.2 Components of TBLT ........................................................................................ 5 2.2.1 Goals........................................................................................................ 5 2.2.2 Input ........................................................................................................ 6 2.2.3 Activities .................................................................................................. 7 2.3 Features of TBLT: .............................................................................................. 8 2.4 Application rules of TBLT ................................................................................. 9 3. Problems in English classroom ................................................................................. 10 3.1 Instruments ...................................................................................................... 11 3.2 Findings ........................................................................................................... 12 4. Application of TBLT in junior English classroom ..................................................... 13 4.1 Pre-task ........................................................................................................... 14 4.2 Task cycle ........................................................................................................ 15 4.3 Post-task .......................................................................................................... 16 4.4 An example of TBLT in junior English classroom. ........................................... 17 5. Conclusion ............................................................................................................... 18 References.................................................................................................................... 19 ii ii 摘要 本文阐述了任务型教学法的定义、组成、特点、运用原则和任务型教学法在初中英语课堂上的应用。
笔者用问卷和调查的方法来了解传统教学中存在的问题。
并讨论了任务型教学法在初中英语课堂上应用的优点和不足。
得出结论任务型教学法强调了学生语言运用能力的培养让学生的注意力主要放在怎样利用英语作为交流的媒介来完成任务而不只是关心所说句子的结构是否正确。
学生通过正在学习的语言来完成贴近自己生活的任务能在掌握英语基础知识和技能的同时培养学以致用的意识和初步运用英语进行交流的能力。
关键词 任务型教学法初中英语教学语言运用能力 Abstract By expounding upon the definitioncomponentsfeatures and application rules of Task-based Language Teaching the present paper discusses the use of TBLT in junior English classroom. In order to understanding problems of the traditional English the present study used questionnaire and interviews. This paper is to discuss the advantage and disadvantage of the application of Task-based Language Teaching to junior English classroom. And a conclusion is made as: Task-based language teaching emphasizes on students’ communicative competence it puts students’ attention on how to fulfill a task through English language rather than worrying about the grammatical structure. Through this way students can put what they have learnt into practice and master the ability to communicate through English. Key words Task-based Language Teachingjunior English teachinglanguage using ability 3 Task-based Language Teaching and Its Application in Junior English Classroom 1. Introduction Task-based language teaching TBLT was first advocated in 1980s by foreign language researchers based on numerous researches and practices. It is an important teaching method developing from the communicative language teaching. TBLT aims at training students to become active thinkers doers learners and proficient communicators. It makes the students engage in interaction in the target language in order to complete a task reach a goal or solve a problem. In this way the students focus on the process of performing the task using the target language so that the learning is focused on meaning rather than form. If we can make language in the classroom meaningful and therefore memorable students can process language that is being learned more naturally. In this way they become active thinkers as well as proficient and confidant users of the language Nunan 2002. 2. Literature review In this chapter a comprehensive review of related literatures is provided. First definitions of TBLT are reviewed. Second components of TBLT including goals、 input and activities are introduced . The last section will describe the application principles of TBLT. 2.1 Definition of TBLT On the definition of task scholars provide different understanding. Long defines a task as: 4 A piece of work undertaken for oneself or for others freely or for some reward. Thus examples of tasks include painting a fence dressing a child filling out a form buying a pair of shoes making an airline reservation borrowing a library book taking a driving test typing a letter weighing a patient sorting letters taking a hotel reservation writing a check finding a street destination and helping someone across a road. In other words by task is meant the hundred and one things people do in everyday life at work at play and in between. Tasks are the things people will tell you they do if you ask them and they are not applied linguists Long from Doff 1990. Crookes believed task is “…A piece of work or an activity usually with a specified objective undertaken as part of an educational course or at work…” Crookes from Brumfit 1992. Ells’ definition is “…an activity which requires learners to arrive at an outcome from given information through some process of thought and which allows teachers to control and regulate that process…” Ellis 1999:24. Nunam defines task as any classroom work which involves learners in comprehending manipulating producing or interacting in the target language while their attention is principally focused on meaning rather than form. The task should also have a sense of completeness being able to stand alone as a communicative act in its own right Nunan 2000:59. These definitions are roughly arranged in terms of a continuum of real world to pedagogical perspectives on what tasks are. This distinction between the real world and the classroom does not imply that the classroom is not a valid social context in its own right Candling 198566. Nor indeed are real world and pedagogical tasks mutually exclusive: there is no reason why tasks cannot have both real world and pedagogical dimensions. However as implied in the first two definitions provided by Long and by Crookes respectively pedagogical tasks should be derived from real world tasks since analytical syllabuses are based in part on an analysis of learners behavioral needs Wliga 1976:11. ——————————————————————————————————— 5 2.2 Components of TBLT In the following sections three components of TBLT are going to be dealt with they are: goals input and activities of TBLT. 2.2.1 Goals Goals are the vague general intentions behind any given learning task. They provide a point of contact between the task and the broader curriculum. Teachers’ answer to the question why did you get learners to engage in Task X will generally take the form of some sort of goal statement. Possible answers might be: ?? I wanted to develop their personal writing skills. 6 References 1. AdrianDoff.1990 Teach English. Cambridge: Cambridge Teacher Training and Development. 2. CandlingC.1987“Towards Task-based Language Learning” Language Learning Tasks. Englewood Cliffs NJ: Prentice Hall. 3. ChristopherJ. Brumfit. 1980Problems and Principles in English Teaching. Principles Institute of English. 4. David Nunan.2000 Designing Tasks for the Communicative Classroom. Beijing: Foreign Language Teaching and Research Press. 5. DavidNunan.2001 Second Language Teaching and Learning. Beijing: Foreign Language Teaching and Research Press 6. Rivers W.M.1997Interactive Language Teaching. Cambridge: Cambridge University Press. 7. Rod Ellis.1999The study of second language teaching. Shanghai: Shanghai Foreign Language Education Press. 8. Skehan P.1998A Cognitive Approach to Language Learning. Oxford: Oxford University Press. 9. WligaM. Rivers MaryS. Temperley.1978 A Practical Guide to the Teaching of English as a Second or Foreign Language. Oxford: Oxford University Press. 10. 黄剑茹“在‘任务型’语言学习中如何设计tasks”《中小学外语教学》教育科学出版社92001。
11. 胡春洞《英语教学法 》高等教育出版社2003。
12. 佘广安“任务型教学定位与思考”《中小学外语教学》62002。
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