任务型教学法在高中英语语法中的应用开题报告

学 院毕业设计（论文）开题报告题 目 Application of Task-based LanguageTeaching in English Grammar Teaching of High School任务型教学法在高中英语语法教学中的 应用研究系 （院） 外语系 年级 2008级 专 业 英语 班级 1班 学生姓名 学号 指导教师 岳秋菊 职称 副教授 学院教务处二一二 年 月开题报告填表说明1.开题报告是毕业设计（论文）过程规范管理的重要环节，是培养学生严谨务实工作作风的重要手段，是学生进行毕业设计（论文）的工作方案，是学生进行毕业设计（论文）工作的依据。2.学生选定毕业设计（论文）题目后，与指导教师进行充分讨论协商，对题意进行较为深入的了解，基本确定工作过程思路，并根据课题要求查阅、收集文献资料，进行毕业实习（社会调查、现场考察、实验室试验等），在此基础上进行开题报告。3.课题的目的意义，应说明对某一学科发展的意义以及某些理论研究所带来的经济、社会效益等。4.文献综述是开题报告的重要组成部分，是在广泛查阅国内外有关文献资料后，对与本人所承担课题研究有关方面已取得的成就及尚存的问题进行简要综述，并提出自己对一些问题的看法。5.研究的内容，要具体写出在哪些方面开展研究，要突出重点，实事求是，所规定的内容经过努力在规定的时间内可以完成。6.在开始工作前，学生应在指导教师帮助下确定并熟悉研究方法。7.在研究过程中如要做社会调查、实验或在计算机上进行工作，应详细说明使用的仪器设备、耗材及使用的时间及数量。8.课题分阶段进度计划，应按研究内容分阶段落实具体时间、地点、工作内容和阶段成果等，以便于有计划地开展工作。9.开题报告应在指导教师指导下进行填写，指导教师不能包办代替。10.开题报告要按学生所在系规定的方式进行报告，经系主任批准后方可进行下一步的研究（或设计）工作。课题的目的意义：In spite of many different views about the role of the grammar in language learning, the importance of grammar cannot be ignored. For a long time, the schools usually adopt the teacher-centered classroom teaching mode on the study of grammar. English teaching cannot achieve the purpose of exchange of information, which deviates from the aim of English teaching. During the senior high school English teachings most important purpose is to train the students communication ability, which requires the process of carrying out the communicative principles. Task-based teaching fully reflects the teaching and learning process of the communication features with the students as the main body and with the overall goal to foster the students ability to use an integrated language. The purpose of this research is to study if the task-based teaching methods help to improve the level and ability of high school students English grammar, compared with the traditional method of English teaching.二、文献综述（分析国内外研究现状、提出问题，找到研究课题的切入点，附主要参考文献，约2000字）：A new round of curriculum reform is being carried out throughout the country, with new teaching ideas influencing teachers ideas and behavior. Therefore the atmosphere in class is improved. However, it is found that the basis of the majority of the students on grammar is still weak, especially the county middle school students. They still feel very difficult in the process of English learning. For example: when they are writing, they can only write some simple English sentences, and couldnt write some other normative, meaningful statements. As far as the sentence structure, they are confused, and cannot write beautiful passages or articles. Now, various English public lessons are also very popular, but most of all are listening and speaking, and there are few teachers to take grammar as the main content of the show. In China, schools usually adopt the methods of declarative grammar rules, with most students taking notes and doing exercises. The traditional teaching method does have some advantages, but to the students, it is boring. It is not easy to arouse students learning enthusiasm.Under the traditional teaching mode, students could not master knowledge as much as possible, so it is necessary to find which mode of the grammar teaching is the most effective. The new curriculum standard describes in detail the aims of the various levels of the grammar in the senior high schools, and advocates schools to use the task-based teaching method in English instruction. This shows that the task-based teaching approach on English grammar teaching is a new way, which is also the key of focus.The ordinary high school English Curriculum Standards (experimental) (hereinafter referred to as the new curriculum) promulgated in 2003 by the Ministry of Education reaffirmed necessity and importance of the English grammar teaching. New curriculum standard point out: knowledge is an important part of language competence, and the important foundation of the development of language skills. Through primary school and junior middle school in compulsory education stage, high school students have certain perceptual knowledge to the English, and accumulated a certain grammatical material with a stronger analysis ability. They have a strong requirement to their knowledge of the language particularly grammatical knowledge. Of course, the importance of grammar teaching does not mean that the teacher abstractly explains grammar, and students memorize grammar rules by rote. New curriculum standard promote that high school should emphasize on grammar teaching from the perspective of use, and should not be confined to the grammatical categories, and relate with logical thinking, cultural awareness, context, vocabulary, subject genres together in order to developing students grammatical awareness and ensuring the accuracy of language use. With the deepening of educational reform and the implementation of task-based teaching method, how to teaching grammar become the major concern of English teachers. This paper discusses new perspective of grammar teaching and new ideas in the process of the implementation of task-based teaching method in new curriculum standard.The traditional grammar teaching is cramming method of teaching. The teacher combs important rules of each grammar project, and list a lot of examples, while the students have to make notes with the atmosphere in dead. Thus most students are forced to memory of boring grammar rules just for tests. However, learning English grammar aims to help students master English grammar in the core project, and improve students the ability to use the English grammar and accuracy of usage of English, making students have a systematic understanding to the English grammar and use the English grammar knowledge to solve problems in the process of English learning and improve the ability of using English. So it is research topic that all the English teachers facing and not allowing to ignore, that how to carry out learning concept in the grammar teaching in new curriculum advocating that English grammar teaching in senior high school should be from the angle of use, and to use task based teaching method to design tasks and make the colorful execution environment and give students full of fun and guide students through the completion of the task of learning activities language to achieve Learning by using, learning for using purposes.This article mainly involves two aspects of grammar teaching and task-based teaching. Experts and scholars at home and abroad gave a sufficient attention and do related research on these two aspects. The late 1980s, the rising of the task-based teaching is one of methods of the communicative language teaching. It is a teaching method of task-centered, organizing language teaching, and aims to enable learners in the real, social grammar teaching to achieve the purpose of learning the language and learning to use by completing a variety of tasks. Task-based teaching thought that the task is required, but not consider language learners requirements about language form, and has a set of tasks and activities in the form of teaching with no objection in the task before and after. (Skehan,1996). In this way, the learners language abilities and interpersonal skills have been developed. Task based teaching on language form does not require a high level, as long as the forms of language level can be accepted. Therefore the focus of debate about this teaching method is what kind of level is acceptable, and how to learn language form in the task activity. Wills, (1996) proposed framework for the implementation of a task-based teaching process. In her view, the framework creates a substantial environment for language learning in order to improve the learners language perception, and fluency and accuracy of language. The procedure is divided into three stages: pre-task, task, language focus. A task usually involves listening, speaking, reading, and writing. Learners begin with a full experience of language use, and look at the end of the natural features of the language.Ellis (2003) thought task-based language teaching is based on the constructivist teaching method, and refers that according to real life communication need to identify the language learning task. Students around this task make plans and through their own efforts to achieve the plan, complete the task, and in the process continuously assess their own learning.Skehan (1998), proposed the five characteristics of the task: the significance of the task activity is the primary ; to pay attention to students communication of information, rather than on what language form ; task relate with similar activities in the real world ; a communication problem to be solved ; to complete the task is the primary consideration.David Nunan, ( 2004 ) explain the various aspects of the task-based teaching from the definition of the task-based teaching 、framework ,、the structure、the evaluation of task-based teaching and the development of tasks and teacher.Task-based teaching as an exotic in our country has been widely disseminated and applied, especially in English teaching. To English grammar teaching as an important part of the English teaching, Task-based teaching has also played an important role. Many scholars in our country have made the study on the application of task-based teaching in English grammar teaching.Cheng Xuexia (2005) research indicates that, in the current college entrance examination evaluation methods, the traditional teaching and task-based teaching approach in improving the level of English grammar on the significant difference was not obvious, but the task-based teaching greatly improves students learning interest in English grammar, self-confidence, learning strategy and learning motivation. Through her research in task-based learning theoretical basis in the use of grammar and the relevant content of task, she lists the proposed task-based teaching mode by Wills and Skehan, and summed up the main principle of task under the task-based teaching mode design.Gan Yang (2006) explored the feasibility and effectiveness of the application of task-based teaching grammar teaching with the experiments of subjunctive mood in English grammar teaching. On the basis of the past mainly grammar teaching methods ,he put forward the obvious advantages of task-based language teaching, and undertook elaborating respectively about task-based teaching and application, and stated the foundation of psychological linguistics and educational foundation. He also cited the tasks proposed by Wills composed of three stages：pre-task, task, language focus. He thinks the task-based teaching for foreign language teaching in China has three major importance：(1) the students can not only obtain the grammar knowledge, but also the significance exchange；(2) In Task-based Language Teaching grammar as the content of the “task”, the communicative approach is more meaningful. Students are more interested, have more power; (3) the grammar is the center task, so that students can use the target language to solve problems and complete the task.Yang Ailing (2007) proposed one effective task type teaching mode to improve students language ability, on the basis of analysis of traditional grammar teaching to give priority to teaching mode (3P method) . In her paper, she made a elaboration of task and task-based teaching, and made an overview of how to use the teaching of English grammar.In summary, the task-based teaching in application of grammar should pay attention to tasks design, and the combination of grammar knowledge and task, using real English theme. This paper attempts to propose combination of task-based teaching and grammar teaching on the basis of the analysis of high school students cognitive strategies and motivation.Reference books:1David Nunan practical English language teaching grammar M.Beijing: Higher Education Press.2007.2Ellis, R.Task-Based Language learning and Teaching M.Oxford: Oxford University Press.2003.3 Krashen,S. The input hypothesis: issue and implications.London:Longman.1985.4Nunan, D.Language Teaching and Learning. Beijing: Foreign Language Teaching and Research Press.2001.5Wills,J ,A flexible framework for task-based language learning in Wills,J.&Wills,D：challenge and in language teaching. Macmillan Publishers Limited, UK.1996.6陈坚林著：现代外语教学研究，上海外语教育出版社2004年版。7程雪霞：任务型教学在高中英语语法教学中的运用，山东师范大学2005年。8戴伟栋，陈莉萍：二语语法教学理论综述，外语教学与研究，2005年第2期。9杨爱玲：任务型教学模式在高中英语语法教学中的应用研究以高中英语定语从句教学为例，西北师范大学2007年。10刘冬梅，“突出语篇，融入语境，分析与综合”J,基础教育外语教学研究2003，P27。11洪梅，“交际性英语语法教学初探”J,商丘职业技术学院学报2005.12许燕，“英语语法教学新策略”J,江西教育2005，P3.13王蔷，英语教学法教程M,北京：高等教育出版社2000，P38.14宋能祥，“中学英语语法教学新思路”J,基础教育研究2003.15马福康，“关于当前中学英语语法教学”J,外语界1998，P74.三、课题研究的内容、方法和预期目标：Grammar teaching has been the researchers debating topic all the time in language teaching. During the senior high school English teaching the most important purpose is to train the students communicative ability, which requires process of carrying out the communicative principles. ”Task-based” teaching