我的论文开题报告.doc

绵阳师范学院本科生毕业论文开题报告学生姓名院 系外国语学院年 级论文方向指导老师日 期I. TitleThe Application of Task-based Language Teaching in English Reading Teaching in Senior School任务型教学法在高中阅读课中的应用II. Aim, significance and current researchIn recent years we can obviously find that the proportion of reading in test is increasing. For example, in Guangdong, from the tendency of College entrance examination English paper, we can see the proportion of reading comprehension increased from 30 points in 2010 to 40 points in 2011. However, for most students, reading is still their weakness. With Chinas new course standard reform, the traditional teaching method has been phased out and the requirements for teachers are higher and higher. Although our country is vigorously advocating the new standard of teaching method, at present, a lot of schools are still in the use of the traditional teaching methods, especially in countries. The traditional reading teaching is generally that teachers translate texts sentence by sentence and point out the key phrases, teach grammar knowledge, and then ask students finish the exercises in this mode. Or teachers ask students preview first, and teachers explain the meaning to the students and then students do exercises and recite, etc. On the point of the development of students understanding ability and self-study ability, this method is very limited. As this way is dull and boring, it is difficult to stimulate students interest, which cannot guide students to discuss the theme of the whole text and understand the meaning of deeper problems, such as thought.Task-based teaching method is a kind of effective method of learning a language, which can maximum stimulate students learning motivation. It sets targets for class activities, and students can maximum participate in the teaching and use the target languages to communicate in the process of implementation of the task. Students are the centre of the classroom, through learning by doing, to experience the process of learning and experience the feeling of the success and failure. The process of experience which makes them get knowledge and understanding will stimulate them to continue to make their efforts to become better, which leads them to be autonomous learners. So I want to choose this method to practice in my class in Senior School to and, through learning by doing, students can broaden more knowledge in reading class, and use what they learned in real life. At the same time, they construct their own knowledge and increase their interests. Through reading, they can not only improve their reading skills, but listening, speaking, writing and other aspects of the comprehensive ability. Further more, T I want to know what problems may exist in my teaching classes when using TBLT and also can give a reference to others.TBLT is a teaching approach that puts tasks at the center of the methodological focus. It considers the learning process as a set of communicative tasks that are directly linked to the curricular goals. (Long & Norris 2000:5992)The Task-Based Teaching as a second language and a method of foreign language teaching to be put forward in the 1980s, it is a kind of language teaching approach put forward by a lot of researchers after researching and practicing foreign language teaching and the theory of second language acquisition in foreign country. L.S.Vygotsky is the first one who put forward Task-based Language Teaching in the book Thought and Language . (L.S.Vygotsky,Thought and Language,Cambridge,Mass:MIT Press,1962)Task-based English teaching pattern is based on foreign language teaching practice in decades. And many famous foreign scholars had different views about task such as D.Nunan, M.P.Breen, Richard, P.Skehan,etc. However, TBLT is researched very late in China. It was first approached in HongKong in 1996 and applicated in elementary and secondary school.Task-based Language Teaching Method is a new curriculum teaching pattern in our country. A lot of people discussed the feasibility and validity of the teaching of English reading in English reading, especially in recent years, and they provided some theories and practice revelation, which helps students master reading methods effectively and improves the students integrated language skills. For example, Lu Ziwen in his book Application of Real Tasks in Middle and Primary School Teaching states the ideas offer mang examples of real tasks in teaching. Wei Yonghong, in his book Task-Based Foreign Language Teaching, establishes a framework to measure the degrees of task, which provides references with teachers to identify how easy or how difficult the task is. III. Main IdeasCompared with the traditional teaching method and according to the modern reading English education and the learning and practicing in modern education achieved, I will practice TBLT reading classes in Grade 1 in Fushun No.2 Senior School in three months to do a research. I will summarize the ways I may use in TBLT reading classes in Pre-task phase, Cycle-task phase, and Post-task phase and give some examples I use in my reading classes. Then I will choose a whole class to be an example to be more clearly to present. Before I practice it, I will do a reading test for students to test their reading levels and after practicing it three months, I will have a reading test again, and then do a comparing between the results. At last, conclude it to summarize the limitations and suggestion as well as advantages.IV. Outline1. Introduction 1.1 The current research of TBLT in English Reading in Senior School 1.2 Compared with traditional reading teaching and TBLT reading teaching2. Theoretical Basis of TBLB 2.1 The definition of Task 2.2 The Background of TBLT2.3 The Definition of TBLT 2.4 The Basic Theory of TBLT3. The experimental implementation of TBLT in Reading Class in Senior School 3.1 The hypothesis 3.1 The purpose of the experiment 3.2 The subjects of the experiment 3.3 Task and implementation of TBLT in reading classes 3.3.1 The pre-task reading phase 3.3.2 The task-cycle reading phase 3.3.3 The post-task reading phase3.4 A Sample of a concrete implemented teaching3.5 Results and analysis 4. Conclusion4.1 Advantages4.2 Limitations and SuggestionsV. Research Methods Before I write this thesis, I have read some materials and data about Task-Based Language Teaching Method in reading, which can be found in the library and on the Internet. And then I will make a careful research into them by adopting Teaching experiment, analysis, summarization, generalization, exemplification and quotation based on the materials and data I have collected. In this way, I intend to explore the outcomes of the application of Task-abased Language Teaching Method in reading, and analyze the different influences between Traditional Teaching Method and Task-abased Language Teaching Method may have in reading to students.VI. Bibliography1 Long,M. Task-based Learning .Oxford: Blackwell, 1996.2 W illis,J. Fram ework ForTask-based Learning .London: Longm an, 1996A, .3 Ellis R. Task-based Language Learning and Teaching .Oxford: Oxford University Press, 2003,4 Krashen, S. D. Second Language Acquisition and Second Language Learning .Oxford: Pergamon Press, 1981, .5 Grellet F. Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises .Cambridge: Cambridge University Press, 1981, .6 Brown,G,Yule. Techniques and Resources in Teaching Reading .Oxford: Oxford University Press, 1983, . 7 Johnson, D.W,Johnson, R.T. Learning Together and Alone: Cooperative, Competitive and Individualistic Learning .B