（英语语言文学专业论文）师范类学校英语口语课堂有效性的实证研究.pdf

iv 摘摘 要要 ppp 教学模式在我国语言教学中一直占据着主导地位。但是，近年来兴起另 一种语言教学模式-任务型语言教学，虽然它的历史不是很长，但在短短近三 十年的时间里，它迅速得到广大语言家和语言教育者的关注与亲睐。致力于教育 改革的中国教育专家们也对其投入了大量的研究与实践。 目前我国英语教育的两 大主要教育模式就是传统的 ppp 教学模式和新兴的任务型语言教学模式。 本文旨在讨论在五年制师范类学校针对英语专业的同学的英语口语教学中， 哪一种教学模式更适合帮助同学们提高英语口语表达能力。 在第一章中，作者从五年制师范类英语专业学生的知识背景、特点及此类学 校培养目标等方面介绍了此研究的必要性。 同时在本章中作者还简要介绍了任务 型语言教学模式的定义、发展概况和特点。在第二章的文献综述中，作者从理论 的高度分别介绍了传统的 ppp 教学模式和任务型语言教学模式的定义、内容、 框架以及发展，同时也对二者进行了详细的比较。第三章是实证研究，作者以自 己所在的学校长治师范的口语教学为实践，介绍了实验的主体、目的、工具及程 序等多个方面。 在本章中， 作者还提出了实验的假设结果， 并以 综合英语教程 第二册第五单元为例， 具体阐述了对于同一内容运用两种不同的教学模式在培养 学生口语方面的具体实施办法。第四章则主要分析并讨论了实验数据，通过口语 测试、问卷调查及访谈的方式，并对所有数据进行分析最终得出结论。在第五章 的结论部分，作者在对前面两章讨论的基础上进行了总结概括，并提出了一些以 后英语教学的启示，同时也对本次研究的不足加以了说明。 关键词关键词：任务型语言教学模式 ppp 语言教学模式 口语课堂 五年制师范学校 v abstract the traditional ppp pedagogy has dominated in english teaching in the whole world for many years. in 1980s, a new pedagogy - task-based language teaching has become more and more popular in the whole world, which was introduced in china in 1990s. and many linguists and language researchers pay much attention to it in the thirty years. many chinese education experts and linguists, who are devoted to the reform of english education, are conducting many experiments and researches on it. in china, the traditional ppp pedagogy and tblt pedagogy are dominating the english teaching nowadays. in this article, the author mainly discusses which pedagogy is better to improve the english majors oral english competence in changzhi normal school. in the first chapter, the author mainly introduces the necessity of the study from their knowledge background, their characteristics and the cultivating aims of the english majors in changzhi normal school. the author also gives a brief introduction of the definition and features of the modern task-based language teaching . the second chapter is the literature review. in this chapter, the author introduces the definitions, characters, frameworks and development of the traditional ppp and the task-based language teaching pedagogy, and compares them in several aspects. the third chapter is the study of the experiment, which was carried out by the author in her school-changzhi normal school. in this section, the author explains the subject, the aims, the tools and the procedures of the experiment. the author introduces the hypotheses of the study and takes an article as example to explain different ways of improving students oral english competence in the control class and the experiment class with the two different methods. the fourth chapter mainly analyses the status of the experiment, including that of two oral tests, two questionnaires and one interview, and gets the conclusions of the study. the last chapter is the conclusion. the author sums up the above four chapters, gives some advices on her future oral english teaching, and explains some vi disadvantages of the study. key words: task-based language teaching ppp pedagogy oral english lessons five-year normal school 1 chapter one: introduction 1.1. general description: in the traditional oral english teaching, ppp method has played an important role for many years. but the modern tblt method wins a lot interest and concern of many linguists and language researchers, which flourished about 30 years ago. nowadays, the two kinds of pedagogies are very popular in oral english teaching in many colleges, because of their own advantages and disadvantages. this paper takes one normal college-changzhi normal school as an example to look into which pedagogy is better to help students in english major improve their oral english competence in this school. 1.2. needs for the study: the traditional grammar-translation pedagogy, ppp has dominated in college english teaching for many years. many college students are good at reading and writing, but poor at listening and speaking. since 1960s, the modern communicative approach became flourished, and many linguists and language researchers showed interest on it, who thought the traditional grammar-translation pedagogy-ppp would make students “deaf and dumb”. in college english teaching, an important issue is whether we should keep the traditional ppp pedagogy or use the modern tblt pedagogy. though the traditional ppp pedagogy has many disadvantages, it is difficult for teachers to use tblt pedagogy in real english classroom, which is on the basis of the function of language. and without imputing of efficient information, the accuracy of students oral expression would be hindered. so people are looking forward to a new teaching method, which can overcome the disadvantages of the two pedagogies at the same time. 1.2.1. importance of oral english: it is well known, english is one kind of global medium and can help people communicate with each other through the whole world. in the information era, it becomes more and more important. each nation pays much attention to english education. our country has done many innovations and reforms in english education, too. 2 as a language, the main purpose of learning english is to communicate with others. so the purpose of the english courses described in the new curriculum standard is to stimulate and cultivate the interest of the students towards english, to make the students hold self-esteem, to establish good habits and strategy of learning english, to develop their spirit of initiative and cooperation.(the explanation of new english curriculum standard, 2002,p36.). so the improvement of english is the competence of actual use of english instead of mastering grammar items and structures. oral english is the main part of the actual use of english. so it is very important to improve students oral english. to improve ones oral english means the development of oral communicative competence through expressing ideas and understanding others in english words, which is a difficult thing for our chinese students. 1.2.2. characteristics of english majors in changzhi normal school: for many years, the traditional methods have dominated the english classroom learning and teaching in china. many students, especially students in colleges and universities, are very good at reading and writing, they would get high marks in english examinations, but it is very difficult to open their mouths to speak english. the students in changzhi normal school have the same problem in oral english learning. but they have much more problems than the college students in english study. firstly, their english competence is lower than college students. they are enrolled in the normal school when they graduate from their senior schools, where they dont do well in examinations. in the normal schools, they are called english majors, but they are completely different from the english majors in colleges and universities. they attend all kinds of courses similar to the english majors in colleges or universities, but they cant reach the advance level of them. secondly, in changzhi normal school, the requirement is not that high, they are required to acquire basic skills for their future jobs. as changzhi normal school aims at cultivating the future teacher for primary schools, the students should focus on the basic skills in english proficiency. and pronunciation is basic but very important for 3 their future jobs. so they should correct all the mistakes in their pronunciation. then they should learn some english teaching approaches in primary school. 1.2.3. necessity of improving the students oral english in changzhi normal school: on one hand, as the students in changzhi normal school have low capability in their english study, they would make more mistakes when speaking english, which will make them feel that they have lost their faces, so they would become more reluctant to speak english and it will be an obstacle to improve their oral english. on the other hand, the weakness of english speaking of the students will lead to low quality of english teachers in primary schools. there is no doubt that the students faculty in oral english will affect the teaching competence of english in primary schools. so we might as well give up english education in primary schools without teachers fluency and accuracy of english. 1.2.4. little research on oral english teaching for five-year normal schools: from the description above, we can see that the importance and significance cant be neglected in the process of english teaching and learning. and a lot of linguists and experts have done a lot research and put forward to many methods to improve the effectiveness of oral english lessons in colleges and universities. thus, the students fluency and accuracy of speaking english have become better and better. and many experiments and researches on this subject have been conducted in many colleges and universities. but there are not many researches on oral english teaching for english majors in five-year normal schools. and only a few studies on this subject can be found in few books, magazines and on-line materials. the main reason for this maybe due to the small quantity of this kind of schools and lack of universality. 1.3. the state of the art of the research on tblt in oral english teaching: the globalization of information makes the communication through the whole world become more frequent than before. english is the main tool for the communication. in this situation, many linguists and language researchers are devoted themselves to the reform of english teaching in china. but the learners real 4 competence is still far away from which they are expected. especially in colleges, many students have learned english for many years and passed a lot of examinations with high marks, but they cant communicate with others in english on some common topics at all. the so-called “high mark and low proficiency” is against the purpose of language learning, which is for communication, principally oral communication. communication is not only the efficient way of learning language, but the final aim of learning language. so language teaching is to help learners communicate with others by communication. in real life, communication is produced in certain situations, so teachers should set some situations for learners to help them communicate instead of putting their attention to grammar structures. in order to provide satisfactory communicative situations to language learners and teachers, linguists and language researchers began the study on “task” from the early time of 1980s. at first, task-based learning was only one of the organizational principles without complete system. and task was a research way of organizing second language learning. from 1979 to 1984, n.s. prabhu conducted an experiment-“communicational teaching project” (ctp) in bungalore, southern india. in the course of his teaching, he took communicative tasks as his main method. from the middle of 1980s, it was used in language curriculum design and classroom activities (crooks and solving a problem or designing a brochure. 3. skehan: (1998): proposes the five features of a task after studies the views of nunan and long. (1). meaning is primary. (2). there is some communication problem to solve. (3). there is some sort of relationship to comparable real-world activities. (4). task completion has some priority. (5). the assessment of task is in terms of outcome. among the various definitions of task”, the author will mainly analyses the task in teaching and research methods, where the tasks are communication ones. and they have two distinguished features. the first feature is that tasks are goal-oriented: participants are expected to carry out a task and accomplish it through their talk and action in target language. the second one in activity. it means that the participants should play an active part in accomplishing the task by himself or in group. and the two features focus on meaning instead of language form or linguistic structures. the problem in task needs solving through the target language. 2.1.5. summary of the definitions: these definitions of “task” share similarities. and the core is that all the linguists and language researchers think task should be involved in the application of communicative language. the learners should focus on the meanings not the language structures. in the sense, task can be regarded as an activity of communicative classroom. and they also think task has the following features: 10 1. meaning is one of the most important characters of language learning. 2. accomplishment of task comes first. 3. the assessment of the task is involved in the outcome. the definitions of “task” also show many differences with other. for example, skehan wants to include many characters of a task, so it is difficult to define a task with so many differences in different perspectives. long, mckinnon and rigby put emphasis on the relation between task and the real world, while others think differently. still there are some people, for example, nunan, richard, webber and prabhu, they emphasize the relationship of tasks to the outcome, and they also emphasize the necessity of teachers manipulation and interference. many linguists and language researchers think it is difficult to tell the differences between tasks and exercises. for skehan, he thinks that the information gap is the most important factor to distinguish tasks from exercises. a task usually has information gap, but an exercise doesnt. but he also thinks that good oral grammar exercises should be meaningful and communicative. for these researchers, they think learners must cooperate with each other in order to accomplish the tasks in classrooms, which can help them improve their cooperative skills. 2.2. definitions of task-based language teaching: though the task-based language teaching has developed in a short period, it attracts many experts, linguists and first-line language teachers attention after its appearance. so there are varied definitions of tblt: 2.2.1. definition in the dictionary “longman dictionary of language teaching (1). the focus is on the process rather than the product. (2). basic elements are purposeful activities and tasks that emphasize communication and meaning. (3). learners learn language by interacting communicatively while engaged in the activities and tasks. (4). activities can be either those that learners might need to achieve in real life or those that have a pedagogical purpose specific to the classroom. (5). activities and tasks of a task-based syllabus are sequenced according to difficulty. (6). the difficulty of a task depends on a range of factors including the previous experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support available. 2.3.3. current study of tblt at home: in the late 1990s, works and study on tblt have been introduced to china. many linguists and language researchers transfer their attention to tblt, and their study on tblt can be divided into four types, they are: theory introduction, practical operation, experimental research and survey study, 13 in theory study, lu ziwen (2002), yue shouguo (2002) and fang wenli (2003) give brief introduction and definitions to us. liyuan simple tasks come before complex tasks; present time tasks come before the ones using the past or the future. 3.5.2. roles of teachers and students in task-based language teaching: 1. roles of teachers: in preparation of the lesson, teachers should focus on selecting, adjusting, and designing effective tasks to stimulate students enthusiasm, and satisfy students competence, teaching objects, etc. while teaching, the teacher should be an organizer and set effective situations in order to accomplish a series of tasks successfully. when students are planning and discussing the tasks, the teacher walks around the classroom to help students in time. when students report tasks, the teacher conducts students when they need help to accomplish the tasks effectively. the teacher elicits students to look for relevant information and materials. the preparation before tasks are very important, which includes: clarifying task instructions, helping students recall useful vocabulary and expressions, providing practical demonstration of task procedures, etc. 2. roles of students: in task-based language teaching, students are the main participants and undertakers of tasks. they are encouraged to use different methods to accomplish 26 tasks. in pair work, they cooperate and help their partners and themselves improve their oral english competence. but without teachers guidance, their usage cant be explored completely and effectively. 27 chapter four: findings and discussion 4.1. analysis of data before the experiment: before the experiment, the author held a pre-questionnaire in the control class and the experiment class. the purpose of it was to make sure that all the participants had the same knowledge background and motivation in speaking english. 4.1.1. analysis of data of the pre-questionnaire: table 4.1 marks of class three-the experiment class questions choices number percentage often 6 11.3% sometimes 20 37.7% seldom 18 33.8% 1. i am willing to speak english now. never 9 17.2% often 30 56.6% sometimes 16 30.2% seldom 4 7.5% 2.it is difficult for me to make myself understood in english. never 3 5.7% often 28 52.8% sometimes 14 26.4% seldom 6 11.3% 3. i nervous to speak english. never 5 9.4%