英语专业毕业论文—教学法方向(中学口语教学).pdf

I 毕 业 论 文 论文题目 论文题目 论文题目 论文题目 ApplicationApplicationApplicationApplication ofofofof TBLTTBLTTBLTTBLT inininin O O O Oralralralral EnglishEnglishEnglishEnglish TeachingTeachingTeachingTeaching ofofofof HighHighHighHigh SchoolsSchoolsSchoolsSchools 学院外国语学院 专业英语语言文学 年级07 6 班 姓名吴钩 指导教师狐疑萍 职称教授 2011年6 月 上外教务处制 II AbstractAbstractAbstractAbstract Task based Language Teaching TBLT research has become a lively perspective in the area of Second Language Acquisition and EFL teaching In the past several decades many linguists have done tremendous work in not only theory but also practice Thousands of works explain the theories of TBLT and convey this method to the field of English language teaching TBLT emphasizes the practical use in the real life which means it put more attention on the need in the real communicative occasion Through TBLT students can get exposed to the environment of speaking English and gradually develop the ability of both listening and speaking In the English class of high school teachers get used to applying traditional way to English teaching Therefore the author reckons it is significant to make TBLT a popular approach among the high school teachers through this thesis At the beginning of the thesis the author states the definitions of tasks and TBLT And in the second part the author analyzes the characteristics of oral English in order to find the essence of training of oral English And then the author demonstrates some deficiencies of traditional English class Last but not least the last chapter is devoted to some of ideas relevant to applying TBLT in the oral English teaching and gives an example in high school English class It aims to give the teachers some suggestions on how to apply the theories to the teaching and how to arrange class based on TBLT approach KeyKeyKeyKey words words words words task based language teaching competence of speaking High School English teaching III 摘要摘要 任务型教学研究在二语习得和英语作为外语教学方面已经成为比较活跃 的领域 在过去的几十年里 许多语言学家 无论是在理论上还是实践上 都做了大量的研究工作 很多的著作都阐述了任务型教学的理论 并把这 些理论推广到了英语教学当中 任务型教学注重在真实生活中的实际运用 也就是说它更注重在交流中 的实际需要 通过任务型教学 学生们可以置身在一个说英语的环境中 渐渐地提高了听说能力 在高中的英语课堂 老师习惯于采用传统的教学方法去 教英语 因 此 笔者认为很有必要通过此篇论文 来推广任务型教学法在初级英语口 语中的运用 在论文的开始部分 笔者介绍了任务和任务型教学法的相关 定义 在第二部分 笔者分析了英语口语的特点 从而找到了英语口语训 练的关键之处 接着 笔者阐述了传统英语教学中的弊端 最后一部分 文章提供了一些任务型教学在实际口语教学中运用的建议 并给出了一个 教学实例 旨在帮助老师引导学生练习 并组织好课堂的任务型教学 关键词 关键词 任务型教学 口语 高中英语教学 IV CONTENTSCONTENTSCONTENTSCONTENTS AbstractAbstractAbstractAbstract 摘要摘要 IntroductionIntroductionIntroductionIntroduction 1 LiteratureLiteratureLiteratureLiterature ReviewReviewReviewReview 2 2 12 12 12 1 DefinitionDefinitionDefinitionDefinition ofofofof a a a a tasktasktasktask 3 2 22 22 22 2 SomeSomeSomeSome ComponentsComponentsComponentsComponents ofofofof TaskTaskTaskTask 4 2 2 1 goal 4 2 2 2 Inputs 5 2 2 3 Activities 5 2 2 4 Setting 5 2 32 32 32 3 SomeSomeSomeSome PrinciplesPrinciplesPrinciplesPrinciples ofofofof TBLTTBLTTBLTTBLT 6 2 3 1 The authenticity principle 6 2 3 2 The form function principle 6 2 3 3 The task dependency principle 6 CharacteristicsCharacteristicsCharacteristicsCharacteristics ofofofof SpeakingSpeakingSpeakingSpeaking 7 3 13 13 13 1 CharacteristicsCharacteristicsCharacteristicsCharacteristics ofofofof SpeakingSpeakingSpeakingSpeaking 7 3 3 3 3 2 2 2 2TheTheTheThe componentscomponentscomponentscomponents ofofofof GoodGoodGoodGood SpeakingSpeakingSpeakingSpeaking 8 3 2 1 Creative thinking 8 3 2 2 Voice quality and Standard Pronunciation 9 3 2 3 Body Language 9 DisadvantagesDisadvantagesDisadvantagesDisadvantages ofofofof TraditionalTraditionalTraditionalTraditional EnglishEnglishEnglishEnglishTeaTeaTeaTea chingchingchingching ModeModeModeMode inininin HighHighHighHigh SchoolsSchoolsSchoolsSchools 10 V 4 14 14 14 1 CurrentCurrentCurrentCurrent SituationSituationSituationSituation inininin thethethethe TraditionalTraditionalTraditionalTraditional EnglishEnglishEnglishEnglish TeachingTeachingTeachingTeaching ModeModeModeMode inininin HighHighHighHigh SchoolsSchoolsSchoolsSchools 11 4 24 24 24 2TheTheTheThe CausesCausesCausesCauses ofofofof SuchSuchSuchSuch SituationSituationSituationSituation inininin HighHighHighHigh SchoolsSchoolsSchoolsSchools 11 4 2 1 Test System 11 4 2 2 Speaking or Learning learning attitude B there is some communication problem to solve C there is some sort of relationship to comparable real world activities D task completion has some priority E the assessment of the task is in terms of outcome Although there exits so many different definitions there do contain some common things to some degree The definitions above all imply that tasks involve communicative language use in which the user s attention is focused on meaning rather than on linguistic structure which might conceivable include non communicative task 2 22 22 22 2 SomeSomeSomeSome ComponentsComponentsComponentsComponents ofofofofTaskTaskTaskTask As a guider a teacher should design proper tasks to guide students achieve their goals through employ their English Therefore EFL teachers should consider carefully the following components during designing task based tasks According to Nunan a language learning task including these components below 2 2 1 Goals When a teacher design a TBLT class he should try to select appropriate tasks that will motivate the students engage their attention present a suitable 11 and degree of intellectual and linguistic challenge in order to promote their language development as efficiently as possible All the tasks should require students achieve some goals in limited time The key is on comprehending and conveying message in order to achieve the goals While students are doing tasks they are employing English ability in a practical way Goals are the progress that the EFL teachers want to gain behind TBLT tasks They are the bridges connecting the task and the national English curriculum 2 2 2 Inputs Inputs mean that data poured into your brain during the process of tasks Input for communicative tasks can be derived from a wide range of materials e g letters journals stories lists etc The data of input do not need teacher to create it exits around us in daily life The things in our daily life can be the materials inTBLT 2 2 3 Activities Atask in TBLT is a goal oriented activity with a clear goal Activities specify what students will actually do with the input which forms the point of departure for the task The notion of activity is central to an understanding of teaching It affects both how teachers define teaching and the ways they arrange their classes 2 2 4 Setting Setting means the environment of tasks which could be in door outside or others surroundings The social setting will be an important factor influencing roles and relationship Setting includes mode and environment Learning 12 mode refers to whether the student is undertaking the task individually or cooperatively It focuses on where the learning actually takes place It might be a conventional classroom a language center a communicative class an industrial or occupational setting a self access learning centre etc 2 32 32 32 3 SomeSomeSomeSome PrinciplesPrinciplesPrinciplesPrinciples ofofofofTBLTTBLTTBLTTBLT 2 3 1 The authenticity principle It contains two respects first is that the language materials which be taught must be real as possible second is that designing task must provide clear and real language information to the learners The task must be contacted with the students real language and social life 2 3 2 The form function principle The relation ship between linguistic form and communicative function are clear to the learners The teachers and learners can be clear at a glance Just Long said The meaning versus form debate is no longer a discriminating factor among teaching approaches because meaning and form are assumed to be essential for learning 2 3 3 The task dependency principle Aseries of tasks in a lesson or unit of work forms a kind of pedagogical ladder each task representing a rung on the ladder enabling the learner to reach higher and higher levels of communicative performance All the theories above provides an overview ofTBLT teachers should be 13 familiarized with these In practical teaching activities teachers should employ appropriate theories Besides teachers should give more detail points to students upon how to develop their oral ability CharacteristicsCharacteristicsCharacteristicsCharacteristics ofofofof SpeakingSpeakingSpeakingSpeaking 3 13 13 13 1 CharacteristicsCharacteristicsCharacteristicsCharacteristics ofofofof SpeakingSpeakingSpeakingSpeaking Speaking in every foreign language is very important skill which can help you express ideas exchange thoughts and communicate with others in your community Speaking in a foreign language has often been viewed as the most demanding one of the four skills The skill of speaking is distinct from other skills in language acquisition For speaking it is an action learnt by practice and repletion just like swimming and cycling If you want to gain the ability you must not merely stay in theory research Youhave to practice as much as possible or your theory or vocabulary is in vain Speaking is a skill that the students will use in real life situations It can be understood memorized initiated and practiced Lots of characteristics make speaking as challenging a language skill as it is Fluent speech contains reduced forms so that learners who do not get enough practice will retain their rather formal sounding full forms Students must also acquire the stress rhythm and intonation of English a complicated task for many They are three specific characteristics of speaking The first one is spontaneity Spontaneous speech is very obvious in our life That is to say all the sentences you say in your real life are not prepared for a long time People 14 do not plan what is going to say in an easy life style Spontaneous speech is not perfect which has several errors repetitions etc So teachers may require their students to do more forward thinking and planning than native speakers do in real life The second one is the time constraint Time constraint means that the students have to produce unplanned utterances in real time or the others will not have the patience to listen to them It is because one partner can response his or her partner on time there is communication between them The last but not least it is dependence on listeners Time pressure is not the only point that is difficult for language students they must think of whom they are talking to If the listeners understand the speakers they must think of whom they are talking to Every speaker should choose the best communicative way to talk with others The objective of actions is very important so it is in communication 3 3 3 3 2 2 2 2 SeveralSeveralSeveralSeveral componentscomponentscomponentscomponents ofofofof GoodGoodGoodGood SpeakingSpeakingSpeakingSpeaking The definition of Good Speaking is a very elusive concept which is hard to explain Different people hold their own perspectives however there are some common points for good speaking 3 2 1 Creative thinking The first important component for good speaking needs creative thinking The cultivation of the creative thinking begins with learning not merely to see but to observe and consideration It is not passive to note but active to analyze Most of people have the similar opinion towards the point the ability to imagine that you have the same conditions with others and think from the others 15 perspective to think This is the direct way to cultivate that sympathy and understanding which develop a fine sensibility and a fine sensibility is the foundation of all true interpretation Creation is the bridge between Technique and Interpretation and the bridge is necessary Creative thinking in words can be trained through some tasks If teachers offer the students excellent skills and the students imaginative sense is alive then it is easy to be developed into real ability 3 2 2 Voice quality and Standard Pronunciation Standard pronunciation is another pivotal element of good speaking For a conversation speaking in a standard way of every word and sentence it will be fewer barriers to understand each other Besides English oral ability is reflected by your voice therefore we should pay attention to our voice training The quality of voice contains mainly three aspects audibility variety and conservation The first one is audibility Simply explaining it means that your voice has appropriate volume Actually it does not require you have a booming voice but just make sure every listener can hear you very clearly The second is voice s variety In daily life if a speaker s voice is always monotonous and even listeners will feel boring and reluctant to continue listening 2 2 3 Body Language As we all know a good speech deliver must have very excellent body language For many famous orators they employed various gestures and expressions to influence the audience Tobecome a good foreign language 16 speaker can not be lacked of training of body language Body language is regarded as an equipment to communicate with others It is important to realize that the whole body must be in accord with the tone of speech In TBLT approach we emphasize that the language should be practical According to this Body language is also part of training in preliminary oral English class which is very useful when the students communicate with outside world DisadvantagesDisadvantagesDisadvantagesDisadvantages ofofofof TraditionalTraditionalTraditionalTraditional EnglishEnglishEnglishEnglish TeachingTeachingTeachingTeaching ModeModeModeMode inininin HighHighHighHigh SchoolsSchoolsSchoolsSchools After China had adopted an open door policy and entered the WTO English as an international language has gained its important place in Chinese foreign language teaching In order to communicate with other countries more efficiently and productively in economy technology as well as other fields the young people had more passion to learn English For the aim of communication oral ability is the most important According to this Chinese English learning has begun to focus on the oral English training For average level of oral English it has improved since 1980s But we have to face the severe truth that the students oral ability in English is relative low compared with other abilities listening reading and writing 4 14 14 14 1 CurrentCurrentCurrentCurrent SituationSituationSituationSituation inininin thethethethe TraditionalTraditionalTraditionalTraditional EnglishEnglishEnglishEnglish TeachingTeachingTeachingTeaching ModeModeModeMode inininin 17 HighHighHighHigh SchoolsSchoolsSchoolsSchools In the traditional English class little attention was payed to the oral ability training Teachers complain that most of students do not cooperate with the teaching activities Many times teachers want to organize some activities what is sad is that student keeping silent Is that true that students do not want to improve the oral ability And among students the grade in paper is more important than communicative ability in real life This leads students have to give up amount of speaking training Besides there exist a lot of students and teachers really want to improve the communicative ability But they can not have the right way to organize the teaching or lack theories to help them find the suitable way For some remote impoverished area both teachers and students have not opportunities to talk with foreigners They often overlook the importance of the oral ability and communicative competence and they still hold that grade in papers can change their destiny 4 24 24 24 2TheTheTheThe CausesCausesCausesCauses ofofofof SuchSuchSuchSuch SituationSituationSituationSituation inininin HighHighHighHigh SchoolsSchoolsSchoolsSchools 4 2 1 Test System In high schools students are very anxious to get high marks in the NMET National Matriculate English Test meanwhile students really need in future is their oral ability Since the NMET does not regard the oral test as a very important part in the choosing candidates many students either in senior high schools feel really confused about where they should go All the exams in China 18 limit the developing ability of speaking Most of students are only interested in the course that are directly relevant to the test and hope all the classroom activities are aimed at the tests This backwash of the test system affects the attitudes of the students towards the oral course As a result a large number of students show their reluctance to having the oral course and practicing the oral skills 4 2 2 Speaking or Learning learning attitude however TBLT does not deny the importance of traditional approaches Vocabulary and grammar are still in important position but not beyond the practical use During tasks students can learn English and practice it what s more important is to cultivate the communicative ability in real occasion It is strongly believed that mute English will be gone with the widely use of TBLT in high schools Meanwhile there are still some limitations of applying TBLT to the English speaking teaching in high school Inevitably accuracy will be lower than fluency Another is for teachers TBLT class requires teachers to have very good ability of controlling activities which aims to make sure classroom neither too silent nor too noisy Because of the author s limited time and knowledge this research is far from completing Further studies are needed to claim the final success of TBLT in the field of the teaching of English speaking in high schools 29 BibliographyBibliographyBibliographyBibliography 1 Arnold Jane Affect in Language Learning M Beijing Foreign Language Teaching and Research Press 2000 2 Baker Joanna Heather Westrup How to Teach Classes with Few Resources M Wales Creative Print and Design 2000 3 Brown Douglas H Teaching by Principles An Interactive Approach to Language Pedagog M Beijing Foreign Language Teaching and Resea