基于任务型教学的大学英语听力研究毕业论文.doc

基于任务型教学的大学英语听力研究毕业论文 ContentAbstracti摘 要iiiList of Figures and TablesivList of AbbreviationsvChapter Introduction11.1The Current Situation of College English Listening Teaching11.2The Importance of English Listening Comprehension21.3 The Significance of TBLT in College English Listening Teaching21.3.1 Realistic Significance31.3.2 Theoretical Significance3Chapter Literature Review52.1 Task52.1.1 The Definition of Task52.1.2 The Types of Tasks62.1.3 Task VS Exercise82.2 TBLT92.2.1 The Definition of TBLT92.2.2 The Features and Principles of TBLT102.3 The Current Study on TBLT at Home and Abroad122.3.1 The Current Study on TBLT Abroad122.3.2 The Current Study on TBLT at Home13Chapter Theoretical Bases for TBLT153.1 Language Acquisition Theory153.2 Constructivism16Chapter The Experimental Implementation of TBLT184.1 Design of the Experiment184.1.1 The Objective184.1.2 The Subjects184.1.3 Listening Materials184.1.4 Experimental Methods194.2 Procedures of the Experiment204.2.1 Questionnaire distribution and listening tests conduction204.2.2 Interview procedure204.2.3 Experimental procedure204.3 Experimental Model204.3.1 Pre-listening Stage214.3.2 While-listening Stage234.3.3 Post-listening Stage244.4 Sample Teaching Plans of TBLI254.5 Analysis procedure29Chapter Analysis and Results305.1 Analysis of the result of listening study questionnaire305.2 The analysis of Paired Samples T-Test of EG and CG315.2.1 The analysis of Paired Samples T-Test of EG315.2.2 The analysis of Paired Samples T-Test of CG325.3 Analysis of correlations of pre-test between EG and CG335.4 Analysis of correlations of post-test between EG and CG345.5 The result of interview after training345.6 Discussions36Chapter Conclusion386.1 Implications386.2 Limitations of this study396.3 Suggestions for the future research40Bibliography41在学期间的研究成果viiiAppendix 1英语听力学习情况调查问卷ixAppendix 2 Post-training interview questionsxiAppendix 3 Pre-testxiiAppendix 4 Post-testxviAppendix 5 Sample of listening materialxx关于学位论文使用授权的声明xxvii原创性声明xxviiAcknowledgementsxxviiiChapter IntroductionChapter Introduction1.1 The Current Situation of College English Listening Teaching Although more and more listening teachers attempt to change the traditional listening teaching model, it still holds a dominant position. If you observe the traditional classroom teaching, you can easily find that they have something in common: before playback, the teacher usually explain some of the new words and introduce the background information relevant to the listening material. Then let students listen to the tape carefully and ask some listening comprehension questions, such as, choice questions, true-false questions or essay questions. After the practice, the teacher check answers. Finally, the teacher plays the tape again in order to let the students check the reason of wrong answers themselves. The teacher usually play the tape sentence by sentence, while students put his ears and feel a string of unfamiliar language flow blunt, but nothing did not catch.It is easy to see the disadvantage of this kind of listening classroom. In such circumstances, the listeners easily feel tired and boring, at the same time, they also lose interest and passion. In this teacher-centered classroom teaching, the initiative of students is usually not good. They just passively accept “input”. The more harmful is easy to make students form bad habits, “take listening comprehension as a bunch of meaningless sound streams impacting their brains” Anderson, A & Lynch, T. ListeningM. Cambridge University Press,1988, P44. In fact, this classroom teaching model is rather like listening comprehension test, because the students have to first listen to a long paragraph or an article, then there are a lot of listening comprehension questions. “Such teaching is not to teach them how to listen and how to deal with the difficulty in listening but to train the students memory ability” Brown, G. Listening to Spoken Language M. Longman,1990, P32-36. This dinkum test teaching makes listening classroom boring. It also makes students feelings be indifferent to inhibit the reaction. The teaching effect is not obvious. This test teaching leads to the students listening comprehension level which has been stagnant. In order to understand students listening study present situation comprehensively and objectively, the author specially designed a set of questionnaires according to college students listening study situation (namely “the questionnaire survey of English listening study situation”, abbreviate questionnaire). The object of questionnaire survey is non-English major students of grade two in NWUN. According to hierarchical teaching, the author did a questionnaire survey to eighty-eight students in A class. They truthfully filled in this questionnaire using anonymous form (The content of questionnaire sees the appendix 1).From the statistical results of questionnaire, we can see that most of the students have difficulty in English listening studies. Of course, there are some influences of psychological factors. In order to solve these problems, the author puts forward a new teaching modeltask-based teaching approach which is applied to college English listening teaching.1.2 The Importance of English Listening ComprehensionListening is one of the most important ways of information input and also the initial link in the language learning process. Research shows that approximately the time of 40-50% is devoted to listening, the time of 25-30% is devoted to speaking, and the time of 11-16% is devoted to reading, but only the time of about 9% is devoted to writing in our daily communication (Rivers, 1984). We can see that listening holds the very great proportion in learning a foreign language. According to the theory of second language acquisition, language input is the most basic conditions of language acquisition. There is no language acquisition if without language input (Krashen, 1982). Therefore, listening comprehension plays an important role in the students language acquisition as a kind of input type skills.“The College English Curriculum Teaching Requirements” (trial implementation) was issued by the ministry of education in 2004, which had higher requirements than before on the students listening skills. At the same time, CET-4 and CET-6 also made the corresponding adjustment according to the new college English curriculum teaching requirements. It serves to show that listening teaching has become an important component of college English teaching. 1.3 The Significance of TBLT in College English Listening Teaching 1.3.1 Realistic SignificanceIt is helpful to change the current situation of college English listening teaching. At present, college English listening teaching still exists many problems, such as: teaching purpose is not clearlistening course tests the students listening ability and ignores students training of listening skills; teaching content lacks of interestthe teacher always repeat what the book says according to the teaching outline and confine themselves to teaching material; teaching form and teaching activities are singlethe teacher introduce the background knowledge, explain new words, play the tape and check the answers. Finally, the teachers play the tape again in order to let students find the correct answer and reason. So it is hard to achieve the ideal teaching effect. However, the teacher set task and determine the target for students in the task-based listening teaching. Boring listening material is decomposed into different task or activity by teacher. In the process of various tasks, the students are energetic and initiative. Through the interaction between teachers and students, it can improve students ability of comprehensive using language. Therefore, this teaching model improves the approach of English listening teaching and covers the shortage of the traditional listening classroom.“College English Curriculum Teaching Requirements” is embodied. It emphasizes the cultivation of students comprehensive ability of using English, especially the ability of listening and speaking. Task-based listening teaching takes the cultivation of students comprehensive ability of using English as the starting point and end-result. Through providing real environment of listening and speaking and designing the students listening tasks which are closely related to the real life, we can fully develop the students language ability and roundly improve the students thinking ability, analysis ability and innovation ability.It is helpful to develop the students subjectivity. The students subjective development is based on activities. If the students take part in activities, their subjectivity will get a good development. Through TBLI which is student-centered, the students participate in some activities and tasks and achieve task goal in teachers guidance, and their subjectivity gets a good development.1.3.2 Theoretical SignificanceIn the theoretical level, it is benefit to further verify the effectiveness of TBLI for foreign language learners in China, especially the learners of university stage. Previously the theoretical and empirical studies mostly exist in second language learning environment. Its achievements need to be further verified in the environment where foreign language as a second language. Although most of the related research had affirmed the effectiveness of TBLI at home and abroad, there is less relevant empirical research. We need fully demonstrate the effectiveness of TBLI through more standardized empirical research.Chapter II Literature ReviewChapter Literature Review2.1 Task2.1.1 The Definition of TaskIn turning to the concept of “task”, the first thing we need to do is to decide just what we mean by the term itself in language learning and teaching. It is said that the term has been defined from different perspectives by the scholars and linguists, either in a general perspective or in the field such as second language teaching, psychology. They are listed as follows:.a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a check, finding a street destination and helping someone across a road. In other words, by “task” is meant the hundred and one things people do in everyday life, at work, at play, and in between. Tasks are the things people will tell you they do if you ask them and they are not applied linguists (Long, 1985:89). .a piece of work or an activity, usually with a specified objective, undertaken as part of an educational course, or at work (Crookes, 1986:1).an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process (Prabhu, 1987:24).an activity or action which is carried out as the result of processing or understanding language (i.e., as a response). For example, drawing a map while listening to a tape, listening to an instruction and performing a command, may be referred to as tasks. Tasks may or may not involve the production of language. A task usually requires the teacher to specify what will be regarded as successful completion of the task. The use of a variety of different kinds of tasks in language teaching is said to make language teaching more communicative since it provides a purpose for a classroom activity which goes beyond the practice of language for its own sake (Richards et al., 1985:289).a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on the meaning rather on the form. The task should also have a sense of completeness, being also to stand alone as a communicative act in its own right (Nunan, 1989:15)3 Nunan,D. (1989) Design Tasks for the Communicative Classroom. Cambridge University Press.any structural language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task. “Task” is therefore assumed to refer to a range of workplans which have the overall purpose of facilitating language learning-from the simple and brief exercise type, to more complex and lengthy activities such as group problem-solving or simulations and decision-making (Breen, 1987:23)4 Breen, M.P.(1987) learner Contributions to Task Design. In Candlin, Christopher, and Murphy, D.(Eds), Language Learning Tasks, Prentice Hall.one of a set of differentiated, sequenceable, problem-solving activities involving learners and teachers in some joint selection from a range of varied cognitive and communicative procedures applied to existing and new knowledge in the collective exploration and pursuance of foreseen or emergent goals within a social milieu (Candlin, 1987:10).These definitions are roughly arranged in terms of a continuum of “real world” to “pedagogical” perspectives on what tasks are. This distinction between the “real” world and the classroom does not imply that the classroom is not a valid social context in its own right (Breen, 1985). Nor, indeed, are real world and pedagogical tasks mutually exclusive: there is no reason why tasks cannot have both real world and pedagogical dimensions. However, as implied in the first two definitions provided by Long and by Crookes, respectively, pedagogical tasks should be derived from real world tasks, since analytical syllabuses are based in part on an analysis of learners behavioral needs (Wilkins, 1976).2.1.2 The Types of Tasks From the various definitions of tasks, we can know that some researchers lay emphasis on the reality of tasks, i.e. tasks are the things that are to be done in the real life, while other researchers determine the definitions of tasks from the classroom teaching angles, emphasizing the close relationship between tasks, language and language learning. On the basis of this, Nunan(1989) suggests that tasks should be divided into two types: real-world tasks and pedagogical tasks. Real-world tasks are the various things that are completed in the situations which is close to or similar to the real life. An example of a real-world task might be: the learner will listen to a weather forecast and identify the predicted maximum temperature for the day. Or the learner will listen to a weather forecast and decide whether or not to take an umbrella and sweater to school (Nunan,1989:40). Pedagogical tasks are pieces of classroom works which involve learners in comprehending, manipulating, producing or interacting in the language while their attention is principally focused on meaning rather than forms. They have a non-linguistic outcome, which are things that dont happen out of the classroom. For example, asking the learners to tell the differences between two pictures in pairs, asking the learners to draw geometrical figures from the teachers instruction, asking learners to put forward a suggestion to solve fictitious problems. Willis (1996) classifies tasks into six main types: listing, ordering and sorting, comparing, problem-solving, sharing personal experiences and creative task. In fact, Willis does not really classify tasks according to a certain criterion, but lists some common tasks. Even though, this classified method has a certain inspiring effect on teachers designing tasks. He suggests that simple tasks may consist of only type, for example, listing, and complex tasks may incorporate two or more types, such as listing and then with comparing and ranking etc. Apart from this classification, Willis proposes a range of task designs that “require learners to process the text for meaning in order to achieve the goals of task. This will involve reading, listening or viewing with some kind of communicative purpose, and may well involve talking about the text and perhaps taking notes.”(Willis,1996:71). Pica, Kanagy and Falodun (1993, in Richards and Rodgers, 2001:234) classify tasks into five types according to the interactive mode:1. Jigsaw tasks: Learners work in pairs or small groups. They each have different information and they have to exchange their information so that they each have all the information. Often they then have to answer questions or do other tasks based on the complete information. 2. Information-gap tasks: Group members should work in pairs. Each member possesses the information the other doesnt know. They communicate with each other by making use of the language they have acquired. Each gets the others information by exchanging information. 3. Problem-solving tasks: Tasks and related information are given to learners. Learners find a proper solution through negotiation and discussion. 4. Decision-making tasks: Through discussing, learners come to an agreement and then choose a decision. 5. Opinion-exchanging tasks: These tasks ask learners to express their different views and thoughts. There is no need to reach a consensus. 2.1.3 Task VS Exercise In TBLT, task is different from exercise. Nunan (2001:25) claims that the essential difference between a task and an exercise is that a task has a nonlinguistic outcome, while an exercise has a linguistic outcome.