高职高专英语教学论文任务型教学法在高职英语阅读教学中的应用.doc

高职高专英语教学论文：任务型教学法在高职英语阅读教学中的应用【中文摘要】国际交流与合作的加强要求各行业从业人员在具备专业知识的同时还要具备良好的英语应用能力，尤其是对英语文章的阅读理解能力。阅读是学生获取信息进行学习的主要方式，是发展其他语言能力的基础，在英语教学中占有很大的比重。笔者在教学过程中发现，对高职学生而言，阅读一直是英语学习的薄弱环节。高职学生英语基础总体较差，学生学习英语的主动性、积极性不高是阻碍学生阅读能力提高的因素之一；但传统的教学模式比较单一，注重单纯的语言知识的传授，忽视学生阅读技能、学习兴趣、情感态度等方面的综合发展，也是造成学生的阅读水平难以提高的原因。由交际法发展而来的任务型教学法强调“做中学”，关注学生在完成任务的过程中语言能力的发展。任务型教学法自1996年引入我国以来，备受外语教学研究者的关注，各专家学者对任务型教学法的应用研究也层出不穷。本文分析了高职英语阅读教学的现状，提出了应用任务型教学研究的和意义，综述了任务型教学和阅读教学的相关理论，以威莉斯任务型教学理论框架为指导进行了实证研究。研究对象为山东省农业管理干部学院会计系2010级注册会计师专业两个班级共73名学生，其中实验班36人，控制班37人。在实验班采用任务型教学法进行阅读课堂教学，而在控制班继续沿用传统的PPP教学法。通过对两个班试验前后阅读测试成绩的分析与比较,证实任务型教学法比传统的教学法能更好地激发学生的兴趣，能更有效地提高学生的阅读能力。本文对其他教师进行任务型阅读教学提出了建议，也针对教学实验过程中学生学习存在的问题对学生提出了建议。最后，指出本研究的局限性，如学生缺乏英语应用环境，学好英语的主动性和积极性不高；实验时间过短，影响试验效果；由于受自身的教学经验跟知识水平的限制，作者对任务设计的难易程度把握不准；在实际的实验过程中，对学生完成任务情况的评价还不是很完善，等等。针对研究中的局限性，本文对任务型教学的进一步研究也提出了建议。【英文摘要】The strengthening of international cooperation and communication requires thatthe employees in different fields should possess the professional knowledge and goodEnglish application abilities, including the studentsreading competence on Englishpassages. Reading, one of the main means of obtaining information is the foundationof other skills in language learning and has large proportion in English teaching. Theauthor found that studentsreading competence in vocational colleges is poor in theteaching process. Because the English foundation of students in vocational colleges ispoor and the students lack initiative and enthusiasm in English learning, it is difficultto improve studentsreading competence. English teachers focus on the imparting ofpure language knowledge and ignore the comprehensive development of studentsreading skills, learning interests and attitudes, which also lead to the slowimprovement of studentsreading competence.The task-based approach, which developed from the communicative approach,emphasizes on“learning by doing”. It concerns the development of the studentslanguage competence in the process of completing tasks. Since it was introduced toChina in 1996, the task-based approach has been paid much attention to by theresearchers in foreign language teaching. The studies on the application of task-basedapproach emerge one after another. The thesis analyzes the situation of presentreading teaching in vocational colleges, points out the purpose and significance of thestudy, reviews the relevant theories on task-based approach and reading teaching, andcarries out the empirical study under the guidance of Williss framework of TBA. Thesubjects are 73 students majoring in accounting in Shandong AgriculturalAdministrators College in 2010. In the experimental class (36 students), task-basedapproach is adopted in the reading teaching; while in the control class (37 students),the traditional PPP approach is adopted. Through the comparison and analysis of thescores of pre-test and post-test in both classes, the study proves the task-basedapproach can arouse the interests of students and improve studentsreadingcompetence more effectively in comparison with the traditional PPP approach.Meanwhile, some suggestions are put forward to teachers who will carry out thetask-based approach to the reading teaching and to students who are eager to improve their English reading competence. At last, the limitations of this study are listed:lacking of English applying environment leads to the lower initiative and enthusiasmof students to learn English well; the duration of experiment is limited, which affectsthe results of the study; the samples of the experiment are random, which lacks ofgeneral significance; limited by the authors teaching experience and knowledge level,the author has difficulties in tasks designing; In the actual experiment, the evaluationsystem is imperfect, and so on. The thesis offers a few suggestions for the furtherstudy of task-based approach according to the limitation existed in the study.【关键词】高职高专英语教学 阅读教学 任务型教学法加好友索全文：一三九九三八八四八（同时提供论文写作指导和论文发表委托）【英文关键词】English teaching in higher vocational colleges Reading teaching Task-based approach【目录】任务型教学法在高职英语阅读教学中的应用Abstract7-8摘要9-10List of Abbreviations10-11Chapter One Introduction11-151.1 Background of the Study11-121.2 Purpose and Significance of the Study12-131.3 Organization of the Thesis13-15Chapter Two Literature Review15-292.1 Task-based Approach15-232.1.1 Definitions of Task15-162.1.2 Characteristics of Task-Based Approach16-182.1.3 The Theoretical Basis of Task-based Approach18-202.1.3.1 Second Language Acquisition Theory18-192.1.3.2 Constructivism19-202.1.4 Framework of Task-Based Approach20-232.2 Reading23-282.2.1 Definition of Reading23-242.2.2 Reading Models24-262.2.2.1 Bottom-up Model24-252.2.2.2 Top- down Model252.2.2.3 Interactive Model25-262.2.3 The English Reading Procedures26-282.2.3.1 Pre-reading26-272.2.3.2 While-reading272.2.3.3 Post-reading27-282.3 Reading Teaching and Task-based Approach28-29Chapter Three Methodology29-383.1 Hypotheses of the Study293.2 Subject of the Study29-303.3 Instruments of the Study30-313.3.1 Questionnaire30-313.3.2 Pre-test313.3.3 Post-test313.4 Procedures of the Study31-383.4.1 Questionnaire31-323.4.2 Pre-test323.4.3 Teaching Experiment32-373.4.3.1 Application of TBA to ERT in Experimental Class32-353.4.3.2 Traditional Teaching Approach (PPP) to Control Class35-373.4.4 Post-test37-38Chapter Four Data Collection and Analysis38-494.1 Data Collection384.2 Data Analysis of Questionnaire38-454.3 Data Analysis of Pre-test