硕士学位论文高中英语任务型教学实施现状的调查报告.doc

全国优秀教育硕士专业学位论文全国优秀教育硕士专业学位论文 推荐表推荐表 单位名称 陕西师范大学 填表日期 2011 年 11 月 22 日 论文题目关于大连地区高中英语任务型教学实施现状的调查报告 作者姓名论文答辩日期学科专业方向 李若嗣学科教学 英语 基于建构主义学习观的高中英语教学法初探 环球论丛 2008 年 1 月 发表学 术论文 题目 刊名 时 间 社 会影响 论文所 产生的 实际影 响 对作 者工作 及所在 单位工 作 文章以建构主义学习观为理论框架 阐释了 情境 协作 会话 和 意义建构 四大要素在中学英语教学 中的重要地位和作用 并以此为基础提出了以教师为主导进 行 情境 创设 以学生为中心进行 协作 学习 以课堂 为阵地进行 会话 商讨 以创新为目标进行 意义建构 旨在为实现学生为主体的中学英语教学提供理论和实践帮助 出版专 著 名称 出版社 出版时 间 攻 硕 期 间 及 获 得 硕 士 学 位 后 一 年 内 获 得 与 硕 士 学 位 论 文 有 关 的 成 果 获奖项 目 名称 等级及 时间 2 中文论 文摘要 论文选 题的意 义 论文 运用的 主要研 究方法 主要研 究成果 主要参 考文献 目前 传统应试教育受到的强烈批判要求对我国的英语教学进 行改革 新的高中英语课程标准提倡在英语课堂中实施任务型教学 模式 要求教师引导学生通过参与 体验 交流 合作的方式培养 学生综合运用语言的能力 任务型教学正被大力提倡用来提高中国 英语教学质量 多种版本的高中英语教材都遵循任务型教学的原则 来编写 任务型教学是 20 世纪 80 年代兴起的一种强调 做中学 的语 言教学方法 它把语言运用的基本理念转化为具有实践意义的课堂 教学方式 是交际教学思想的一种发展形态 课堂教学的核心是任 务 而语言是学习者用来完成任务的工具 为了完成任务 学习者 以 意义 为中心 尽力调动各种资源进行 意义 构建 以促进 解决某种问题的交际能力 目前国内关于任务型教学的研究多局限于如何在英语课堂中实 施任务型教学 而对任务型教学实施的现状的调查研究相对缺乏 因此 任务型教学在实际英语课堂教学中的实施现状引起了笔者的 关注 笔者选取了自己工作所在地 大连地区有代表性的四所高 中 深入课堂 细致观察 详细描述了这四所学校英语课堂中教师 实施任务型教学的现状 并通过师生调查问卷分析出客观存在的问 题及原因 其中来自普通高中的两位教师在课堂上没有按照要求实 施任务型教学 而是采用了以往的传统式教学 以教师为中心 以讲解词汇 语法为主 并且缺乏师生间 生生间的互动交流等 另两位来自重点高中的教师在课堂中的确实施了任务型教学 但仍 存在三大问题 过分强调了语言的 意义 而忽略了语言的 形式 任务难度设置不合理 重视 后任务阶段 忽略了 中 任务阶段 针对以上存在的问题 笔者提出了自己的建议 各 级教育管理部门积极为教师提供有效的学习 观摩及培训机会以迅 速提高教师教学能力及水平 从而适应新时期任务型教学的要求 教师应根据学生的实际情况改变传统的教学理念和教学模式 大力 发展学生综合运用语言的能力 本调查报告对当前国内的英语教师培训有一定启示 能加强广 大英语教师及研究人员对任务型教学及实践的理解 提高英语教师 的教学实践能力 主要参考文献 3 Arnold J 2000 Affect in Language Learning Beijing Foreign Language Teaching and Research Press Bachman L and A Palmer 1996 Language Teaching in Practice Oxford Oxford University Press Breen M 1984 Process syllabuses for the language classroom C Brumfit Ed Brown H D 1994 Teaching by Principles An Interactive Approach to Language Pedagogy Beijing Foreign Language Teaching and Research Press Candlin C 1987 Toward Task based Learning C Candlin and D Murphy Eds Crookes G 1986 Task classification a cross disciplinary review Technical Report No 4 Honolulu Center for Second Language Classroom Research Social Science Research Institute University of Hawaii Crookes G and S Gass Eds 1993a Tasks and Language Learning Integrating Theory and Practice Clevedon Multilingual Matters Crookes G and S Gass Eds 1993b Tasks in a Pedagogical Context Integrating Theory and Practice Clevedon Multilingual Matters Ellis R 2003 Task based Language Learning and Teaching Oxford Oxford University Press Estaire S and J Zanon 1994 Planning Classwork A Task based Approach Oxford Heinemann Jacobs G 1998 Cooperative learning or just grouping students The difference makes a difference W Renanda and G Jacobs Eds Learners and Language Learning pp 145 171 Singapore SEMAEO Lee J 2000 Tasks and Communicating in Language Classrooms Boston McGraw Hill Long M 1989 Task group and task group interactions University of Hawaii Working Papers in ESL 8 1 26 Long M and G Crookes 1992 Three approaches to task based 4 syllabus design TESOL Quarterly 26 27 56 Nunan D 1985a Language Teaching Course Design Trends and Issues Adelaide National Curriculum Resource Center Nunan D 1989 Designing Tasks for the Communicative Classroom Cambridge Cambridge University Press Prabhu N S 1987 Second Language Pedagogy Oxford Oxford University Press Skehan P 1996a A Framework for the implementation of task based instruction Applied Linguistics 17 38 62 Oxford Oxford University Press Skehan P and P Foster 1997 Task type and task processing conditions as influences on foreign language performance Language Teaching Research 1 185 211 Skehan P 2001 Task type and language performance assessment M Bygate P Skehan and Swain Eds Researching Pedagogic Tasks pp 167 185 Essex Pearson Education Limited Willis J 1996 A Framework for Task based Learning Harlow Longman 方文礼 2003 外语任务型教学法纵横谈 外语教学与研究 第 9 期 廖晓青 2001 任务型教学的理论基础与课堂实践 中小学外语 教学 第 11 期 刘利平 2005 外语任务型教学的课堂实践 中小学外语教学 第 3 期 余广安 2002 外语任务型教学 定位与思考 中小学外语教学 第 2 期 中华人民共和国教育部 2003 普通高中英语课程标准 实验 人民教育出版社 专家推 荐理由 本论文理论依据充足 实证研究深入细致 数据分析客观公 正 作者所提的建议对英语教师培训 改变教师理念和教学模式有 很大的启示 专家签字 徐忠慧 5 单位推 荐意见 同意推荐 同意推荐 学位评定委员会分会主席 签章 单位公章 2011 年 12 月 15 日 6 分类号 G633 41 密 级 学 号 J26189 教育硕士学位论 文 题 目 关于大连地区高中英语任务型教学 实施现状的调查报告 作者姓名 指导教师姓名 学科专业学科教学 英语 提交论文日期 A Survey of the Implementation of Task based Instruction for Senior English in Dalian By Li Ruosi A Thesis Submitted to the Faculty of the College of Foreign Languages In Partial Fulfillment of the Requirements for the Degree Of Master of Education in English Teaching Shaanxi Normal University April 2009 学位论文独创性声明学位论文独创性声明 本人声明所呈交的学位论文是我在导师的指导下进行的研究工作及取得的研本人声明所呈交的学位论文是我在导师的指导下进行的研究工作及取得的研 究成果 尽我所知 除文中已经注明引用的内容外 论文中不包含其他个人已经究成果 尽我所知 除文中已经注明引用的内容外 论文中不包含其他个人已经 发表或撰写过的研究成果 也不包含为获得陕西师范大学或其它教育机构的学位发表或撰写过的研究成果 也不包含为获得陕西师范大学或其它教育机构的学位 或证书而使用过的材料 对本文的研究做出重要贡献的个人和集体 均已在文中或证书而使用过的材料 对本文的研究做出重要贡献的个人和集体 均已在文中 作了明确说明并表示谢意 作了明确说明并表示谢意 作者签名 作者签名 日期 日期 学位论文使用授权声明学位论文使用授权声明 本人同意研究生在校攻读学位期间论文工作的知识产权单位属陕西师范大学 本人同意研究生在校攻读学位期间论文工作的知识产权单位属陕西师范大学 本人保证毕业离校后 发表本论文或使用本论文成果时署名单位仍为陕西师范大本人保证毕业离校后 发表本论文或使用本论文成果时署名单位仍为陕西师范大 学 学校有权保留学位论文并向国家主管部门或其它指定机构送交论文的电子版学 学校有权保留学位论文并向国家主管部门或其它指定机构送交论文的电子版 和纸质版 有权将学位论文用于非赢利目的的少量复制并允许论文进入学校图书和纸质版 有权将学位论文用于非赢利目的的少量复制并允许论文进入学校图书 馆 院系资料室被查阅 有权将学位论文的内容编入有关数据库进行检索 有权馆 院系资料室被查阅 有权将学位论文的内容编入有关数据库进行检索 有权 将学位论文的标题和摘要汇编出版 将学位论文的标题和摘要汇编出版 作者签名 作者签名 日期 日期 I Acknowledgements I d like to take this chance to express my gratitude to all the people who have helped me considerably with my study and my writing of this thesis First of all I would like to thank my venerable supervisor Professor Xu Zhonghui for her judicious guidance insightful suggestions and unfailing attention to this thesis writing Without her help I could not have resolved to set about this thesis and it could not have taken the present form Professor Xu went through every part of the thesis with thought provoking comments She gave me warm encouragement and genuine help My sincere gratitude also goes to Professor Zhang Sirui Professor Zhang Min Professor Wang Maojin Professor Xi Qingxia and Professor Wang Yi for their excellent lectures on literature and English teaching which led me to a much wider world I can not forget the interesting and lively lectures from many other professors from other institutes of Shaanxi Normal University I also owe my thanks to Ms Wang Min who offered me many important and valuable books I will always remember the two year precious campus life Meanwhile I d like to thank my fellow classmates with whom I have ever shared the two precious years and from whom I have received considerable encouragement In particular sincere thanks go to the four senior school teachers who gave me great help and precious suggestions during my research Finally I sincerely thank my parents my sister and my husband who have been providing me with their most precious care and love in the world II A Survey of the Implementation of Task based Instruction for Senior English in Dalian Li Ruosi Abstract The strong criticism of the examination oriented education calls for the reform on the English teaching in China The new ECS English Curriculum Standards for senior schools proposes the mode of task based teaching and learning by means of participation experience communication and cooperation As one of the most popular language teaching approaches in the world task based instruction TBI has been widely advocated to improve the English teaching in China A variety of textbooks are compiled according to the task based principle This relatively new teaching methodology evolved from communicative language teaching CLT emphasizes learning by doing and provides language learners with opportunities to make classroom language learning meaningful The primary focus of the classroom activities is the task and language is used as the tool to complete the task Centering on meaning learners try to apply varieties of language resources to construct meaning for the purpose of facilitating the development of learners communicative ability Consequently the current situation of the implementation of TBI arouses the present author s attention Much of the research at home on TBI focuses on how to implement TBI in Chinese English classrooms however how teachers actually implement TBI does not receive sufficient attention Four typical senior middle schools are chosen in Dalian The author described the real classroom teaching circumstances and process by means of observation and questionnaires This survey summarized the major findings as follows the teachers from the ordinary senior schools still convey language knowledge ignoring the communicative use of language The ways of organizing the classroom teaching were not varied There lacked effective teacher student and student student interactions The classes were totally teacher centered On the other hand the teachers from two key point senior schools overemphasized meaning while ignored the target language forms The task difficulty was inappropriately set And the teachers focused on the post task phase while ignored the during task phase The author put forward some suggestions for senior English classroom teaching The educational departments should offer ample chances of III learning and training to the teachers in order to improve their teaching ability and meet the demands of task based instruction At the same time the teachers ought to change their traditional teaching concept and examination oriented teaching model They should also try to develop students communicative ability of language to improve their language proficiency The findings generated from the current survey shed light on teacher training programmes and the designing and implementing of communicative tasks in EFL classroom context in China Key words Curriculum implementation Task based instruction senior English classroom teaching the new ECS English Curriculum Standards for senior schools IV 毕业设计 论文 原创性声明和使用授权说明毕业设计 论文 原创性声明和使用授权说明 原创性声明原创性声明 本人郑重承诺 所呈交的毕业设计 论文 是我个人在指导教 师的指导下进行的研究工作及取得的成果 尽我所知 除文中特别加 以标注和致谢的地方外 不包含其他人或组织已经发表或公布过的研 究成果 也不包含我为获得 及其它教育机构的学位或学历 而使用过的材料 对本研究提供过帮助和做出过贡献的个人或集体 均已在文中作了明确的说明并表示了谢意 作 者 签 名 日 期 指导教师签名 日 期 使用授权说明使用授权说明 本人完全了解 大学关于收集 保存 使用毕业设计 论 文 的规定 即 按照学校要求提交毕业设计 论文 的印刷本和电 子版本 学校有权保存毕业设计 论文 的印刷本和电子版 并提供 目录检索与阅览服务 学校可以采用影印 缩印 数字化或其它复制 手段保存论文 在不以赢利为目的前提下 学校可以公布论文的部分 或全部内容 作者签名 日 期 V 学位论文原创性声明学位论文原创性声明 本人郑重声明 所呈交的论文是本人在导师的指导下独立进行研 究所取得的研究成果 除了文中特别加以标注引用的内容外 本论文 不包含任何其他个人或集体已经发表或撰写的成果作品 对本文的研 究做出重要贡献的个人和集体 均已在文中以明确方式标明 本人完 全意识到本声明的法律后果由本人承担 作者签名 日期 年 月 日 学位论文版权使用授权书学位论文版权使用授权书 本学位论文作者完全了解学校有关保留 使用学位论文的规定 同意学校保留并向国家有关部门或机构送交论文的复印件和电子版 允许论文被查阅和借阅 本人授权 大学可以将本学位 论文的全部或部分内容编入有关数据库进行检索 可以采用影印 缩 印或扫描等复制手段保存和汇编本学位论文 涉密论文按学校规定处理 作者签名 日期 年 月 日 导师签名 日期 年 月 日 VI 关于大连地区高中英语任务型教学实施现状的调查报告关于大连地区高中英语任务型教学实施现状的调查报告 摘摘 要要 目前 传统应试教育受到的强烈批判要求对我国的英语教学进行改 革 新的高中英语课程标准提倡在英语课堂中实施任务型教学模式 要求教师引 导学生通过参与 体验 交流 合作的方式培养学生综合运用语言的能力 任务 型教学正被大力提倡用来提高中国英语教学质量 多种版本的高中英语教材都遵 循任务型教学的原则来编写 任务型教学是 20 世纪 80 年代兴起的一种强调 做中学 的语言教学方法 它把语言运用的基本理念转化为具有实践意义的课堂教学方式 是交际教学思想 的一种发展形态 课堂教学的核心是任务 而语言是学习者用来完成任务的工具 为了完成任务 学习者以 意义 为中心 尽力调动各种资源进行 意义 构建 以促进解决某种问题的交际能力 目前国内关于任务型教学的研究多局限于如何在英语课堂中实施任务型教学 而对任务型教学实施的现状的调查研究相对缺乏 因此 任务型教学在实际英语 课堂教学中的实施现状引起了笔者的关注 笔者选取了自己工作所在地 大连地 区有代表性的四所高中 深入课堂 细致观察 详细描述了这四所学校英语课堂 中教师实施任务型教学的现状 并通过师生调查问卷分析出客观存在的问题及原 因 其中来自普通高中的两位教师在课堂上没有按照要求实施任务型教学 而是 采用了以往的传统式教学 以教师为中心 以讲解词汇 语法为主 并且缺乏 师生间 生生间的互动交流等 另两位来自重点高中的教师在课堂中的确实施了 任务型教学 但仍存在三大问题 过分强调了语言的 意义 而忽略了语言 的 形式 任务难度设置不合理 重视 后任务阶段 忽略了 中任务阶段 针对以上存在的问题 笔者提出了自己的建议 各级教育管理部门积极为教师 提供有效的学习 观摩及培训机会以迅速提高教师教学能力及水平 从而适应新 时期任务型教学的要求 教师应根据学生的实际情况改变传统的教学理念和教学 模式 大力发展学生综合运用语言的能力 本调查报告对当前国内的英语教师培训有一定启示 能加强广大英语教师及 研究人员对任务型教学及实践的理解 提高英语教师的教学实践能力 关键词 关键词 课程实施 任务型教学 高中英语课堂教学 高中英语新课程标准 Contents Chapter 1 Introduction 1 1 1 Research Orientation 1 1 2 Rationale for the Research 1 1 2 1 The traditional 3Ps teaching approach 1 1 2 2 The communicative language teaching method 2 1 3 Aims and Significance of the Present Study 3 1 4 Organization of This Thesis 4 Chapter 2 Literature Review 5 2 1 Definition of Task and Task Component 5 2 1 1 Definition of task 5 2 1 2 Task component 6 2 2 Definition of the TBI 7 2 3 Implementation of the Task based Instruction 8 2 3 1 Lesson design 8 2 3 2 Participatory structure 9 2 4 The Research on Task based Instruction in China and Abroad 10 2 4 1 The research on TBI abroad 10 2 4 2 The research on TBI in China 11 Chapter 3 Research Methods 13 3 1 Subjects 13 3 2 Instruments 13 3 2 1 Classroom observation and transcription making 13 3 2 2 Questionnaires 14 3 3 Procedure 14 Chapter 4 Findings and Analysis 15 4 1 The Current Situation in Designing and Implementing Task based Instruction 15 4 1 1 The existing problems in the implementation of the TBI 15 4 1 2 The TBI not adopted 20 4 2 The Factors Affecting the Implementation of Tasks 26 4 2 1 Teacher qualification 26 4 2 2 Teacher preparation and resources 27 4 2 3 Language proficiency of the students 27 4 2 4 Students attitudes towards TBI 27 Chapter 5 Conclusion 29 5 1 Summary of Major Findings 29 5 2 The Suggestions for the Implementation of TBI 30 5 3 Limitation of the Convey 30 References 31 Appendix I 33 Appendix II 34 攻读学位期间的研究成果攻读学位期间的研究成果 36 List of Abbreviations In alphabetical order CLT communicative language teaching ECS English Curriculum Standards EFL English as a foreign language ESL English as a second language SLA second language acquisition TBI task based instruction Chapter 1 Introduction 1 Chapter 1 Introduction 1 1 Research Orientation The strong criticism of the examination oriented education calls for the reform on the English teaching in China The new ECS English Curriculum Standards for senior schools proposes the mode of task based teaching and learning by means of participation experience communication and cooperation As one of the most popular language teaching approaches in the world task based instruction TBI has been widely advocated to improve the English teaching in China A variety of textbooks are compiled according to the task based principle This thesis mainly focuses on the current situation of the implementation of TBI for senior English teaching in Dalian city and put forward some suggestions 1 2 Rationale for the Research 1 2 1 The traditional 3Ps teaching approach Before discussing task based language teaching we should consider the more traditional methods of language teaching For many years almost ever since there was foreign language teaching in China the most influential and dominant approach has been 3Ps Skehan 2002 presentation practice and production which are the three main stages of classroom language teaching This presentation based approach concentrates on the grammatical system of the language As a result the focus of the language teaching is on the presentation and practice of grammar and the automatic production of the target language according to the linguistic rules learnt in the first and second stages Teachers present the language segments to the learners in models initially one item at a time The first stage is generally focuses on a single point of grammar which is presented explicitly or implicitly to maximize the chances that the certain rules will be understood and mastered This stage is followed by practice activities designed to internalize the newly learnt rules In the second stage learners do not express their own personal meanings They only work out some more examples according to the rules and other language segments which bear not much relationship to 陕西师范大学教育硕士学位论文 2 their real life Only in the production stage can learners get away from the control and they may be able to produce language based on meanings they want to express instead of those ready made meanings Yet this also quite limited in many cases Learners are usually seldom provided opportunities to develop the skills or strategies to convey communicative meanings with the target language in real and concrete circumstances The learners may know a lot about the grammatical rules but can not communicate with others in a real situation appropriately and fluently 1 2 2 The communicative language teaching method Before the 1960s language was more than simply a system of rules and the task for language learners was to internalize these rules by whatever means were at their disposal Nunan 1989 In other words learners priority was to master the structures of the language while the consideration of meaning was seen as less important than form However during the 1970s a much richer conceptualization of language began to emerge Language was considered and analyzed as a system for the expression of meaning rather than as a system of abstract syntactic rules Nunan 1989 In terms of learning it is generally accepted that we need to distinguish between learning that and knowing how Nunan 1989 That is to say learners need to distinguish between knowing various grammar rules and being able to employ these rules effectively and appropriately when communicating Because of the drawbacks of the above traditional methods of language teaching linguists and language teaching specialists devoted themselves to the reform in teaching methodology CLT has brought about revolutionary changes in language theory and practice CLT is characterized as the following four components 1 classroom goals are focused on all the components of communicative competence and not restricted to grammatical or linguistic competence 2 language techniques are designed to engage learners in the pragmatic authentic functional use of language for meaning purposes while organizational language forms are not the central focus but rather aspects of language that enable the learners to accomplish those purposes 3 fluency and accuracy are seen as complementary principles underlying communicative techniques 4 students ultimately have to use the language productively and receptively in unrehearsed contexts in the communicative classrooms Brown 1994 In simple words Chapter 1 Introduction 3 in CLT language can be analyzed described and taught as a system for expressing meanings The ultimate aim of CLT is to help learners develop skills for expressing different communicative meanings and the