任务型教学法在初中英语口语教学中的应用及反思.doc

重庆师范大学硕士学位论文任务型教学法在初中英语口语教学中的应用及反思 硕士研究生：学术3组 指导教师：张荣建 彭康洲 学科专业：学科教学（英语） 所在学院：外国语学院重庆师范大学二0一四年十月A Thesis Submitted to Chongqing Normal Universityin Partial Fulfillment of the Requirements for the Degree of MasterThe Application and Reflection of Task-based Language Teaching Approach to Oral English Teaching in Middle SchoolCandidate： Supervisor： Major：Subject-centered in Instruction (English) College:college of Foreign Languages and LiteratureChongqing Normal UniversityOctober, 201目录摘 要4ABSTRCT5Chapter One Introduction6Chapter Two Literature Review82.1 Uptake of ELT Curriculum Innovation82.2 Communicative Approach92.3 Task-based language Teaching112.3.1Foreign Study on Task-based Language Teaching112.3.2 Task-based Chinese Teaching14Chapter Three Introduction of Task and Task-Based Language Teaching173.1 Definition of Task and Task-Based Language Teaching173.2 Theoretical Background of Task-based Language Teaching173.2.1 Constructivism183.2.3 Second Language Acquisition193.2.3 Input Hypothesis203.3 The Importance of Task-Based Language Teaching20Chapter Four The Necessity of Applying TBLT to Oral English Teaching in Middle School224.1 The Current Situation of Oral English Teaching in Middle School224.2 The Comparison Between Task-based Language Teaching And Traditional Teaching Methods In middle School Spoken English Teaching234.3 The Necessity of Applying Task-based Language Teaching in Oral Class24Chapter Five The Application of TBLT Approach in Middle Oral English Teaching255.1 Task-based Language Teaching on Oral English Teaching255.2 Framework of TBLT to Oral English Teaching255.3 Case Study of TBLT26Chapter Six The Reflection of TBLT to Oral English Teaching in Middle School286.1 Advantages of TBLT286.2 Disadvantages of TBLT29Chapter Seven Conclusion31Bibliography32Acknowledgements34任务型教学法在初中英语口语教学中的应用及反思摘 要 任务型教学法是于20世纪80年代兴起发展起来的一种教学方法，如今被广大语言学家和外语教师接受并使用起来。任务型教学法是交际教学法的延伸，遵循“从做中学”的原则，强调学生通过开展老师给予的任务的过程中来达到掌握目标语言知识技能的目的,让学生在真实的交际活动中，通过参与、合作、交流等方式来感知语言的意义，而非仅仅局限于形式。我国教育部在新的英语课程标准中也明确指出任务型教学法在英语教学中的重要性。 目前我国英语教学往往以应试为主要目的，只注重语法、阅读、写作等与考试相关的内容，忽略了口语的教学，以致学生出现哑巴英语的问题。本文旨在讨论如何在初中英语口语课堂中应用任务型教学法，来提高学生的口语能力。本文主要采用的方法是文献研究法，结合中学英语口语教学的实际情况来分析，表明任务型教学法是一种以人为本，有效而先进的教学方法，在提高学生的英语口语能力上发挥着举足轻重的作用。在反思任务型教学法在初中英语口语教学中的应用的同时，需正确看待它的不足之处。关键词：任务型教学法，初中英语口语教学，应用，反思 The Application and Reflection of Task-based Language Teaching Approach To Oral English Teaching in Middle SchoolABSTRCTTask-based Language Teaching (TBLT), which was developed in the 1980s, is widely accepted and applied by the linguists and foreign language teachers around the world nowadays. TBLT, an extension of communicative language teaching approach, mainly focuses on the principle of “learning by doing”. During the process of fulfilling the specific tasks, learners can learn the knowledge and skills of target language and learn English in real situation through participation, communication, cooperation. It is also the approach that recommended to be applied in English teaching in New Curriculum Standard made by the Ministry of Education.At present, English teaching in China usually focuses on grammar, reading, writing and some other aspects that are closely related to examinations, while oral English teaching is always ignored. What this thesis focuses on is the application of Task-based Language Teaching to oral English teaching in middle school. This thesis, using literature analysis and practice analysis method, shows that Task-based Language Teaching is an efficient and advanced one which exerts a fundamental influence on students oral English competence. However, reflection is necessary because of some drawbacks of Task-based Language Teaching in middle oral English teaching. Key Words: Task-based Language Teaching; Middle Oral English Teaching; Application；ReflectionChapter One IntroductionOver the past 20 years, the English teaching in China has experienced a series of major reforms, and the traditional method of teaching grammar centered has been excluded. Therefore, the outline of the current starts concentrating on the cultivation of the students language communicative competence.There are two schools of Communicative Approach: the Strong Version and the Weak Version. The Strong Version believes that the goal of teaching is communication. Grammar teaching should be excluded and grammar rules can be grasped naturally in the communicative activities. The Weak Version believes that the goal of teaching is to learn language .Grammatical teaching is not rejected and grammar rules are thought to be able to facilitate the students in various kinds of communicative activities .The Weak Version got acceptance among Chinese language researchers and teachers.(李正全和郝慧珍,2009:78). As a typical representative in the strong version, N.S.Prabhu presided over the communicative teaching in Bangalore, in the south of India and required students to communicate in the process of language learning. Besides, he emphasized taking various tasks as the center of the language teaching. Task-Based Approach, also known as task-based language teaching, was proposed formally by him in 1983 . The new National Curriculum Syllabus for English Language Teaching, published in 2001, advocates the use of Task-based Language Teaching (TBLT).Willis(1999)claims that Task-Based language teaching refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching(李正全和郝慧珍,2009:78).Task-Based Approach requires the interactive activities from both teachers and students.The teacher will only help all the students to organize their activities to go on smoothly and meaningfully . Through activities Students will gain knowledge and communicate with others in English naturally and mutually ,which is not only the teaching of language form, but also the training of students four skills (listening, speaking, reading and writing), their learning interest, motivation, willpower, confidence, learning strategy and intercultural communicative competence (戴莉新，2009: 36).The whole thesis consists of seven parts. First part is introduction, mainly introducing the origin and background information of TBLT. The second part is literature review referring to studies on TBLT of different countries. The third part is divided into three parts. Firstly, it mainly about the definition of task and task-based language teaching approach. Then it presents three theoretical backgrounds of TBLT. At last its the importance of TBLT. The fourth part stresses the necessity of applying TBLT to oral English teaching in Middle School. And fifth part is to analyze the uses of TBLT to oral English teaching in middle school. The sixth part explores the reflection of TBLT in junior oral English teaching. The last part draws a natural conclusion of the former parts.TBLT provides more opportunities for students to speak out in oral, which makes students language developed fully not only in spoken English, but also in listening, reading and writing. TBLT encourage students to speak English bravely and increase their confidence in learning English. Task-based instruction emphasizes on the balance between the accuracy of language forms and meaning expression, which is considered to be the complexity, the accuracy and the fluency of the language. To some extent, its a kind of an ideal teaching model. Chapter Two Literature ReviewIn this part, the author has put some theories to support this paper. They are Oral Approach, Communicative Approach, and Task-based language learning.2.1 Uptake of ELT Curriculum Innovation Curriculum innovation in education is characterized by an extensive literature that examines this phenomenon from multiple perspectives (see, for example, Fullan, 2001; Markee, 1997). The traditional conceptualization of curriculum sees it as a blueprint setting out all of planned learning experiences for a specific group of learners (the intended curriculum). More recently, it has been acknowledged that an adequate understanding of curriculum must include not just what is intended, but also the implemented curriculum: what actually happens at the level of classroom action (Wedell, 2009). Here we are particularly interested in the relationship between the intended 2003 English language curriculum and its implementation, with specific attention to teachers use of tasks. One approach to research on curriculum implementation described by Snyder. Bolin and Zumwalt (1992) is the fidelity perspective, which studies the extent to a curriculum which is implemented as planned. Our study reflects such a perspective, although our interests extend beyond describing whether what the teachers do reflects the planned curriculum; we are also interested in factors that shape teachers actions, such as teachers beliefs and the classroom context.Evidence of the challenges that English language teachers face when they are required to move from traditional to communicative curricula emerges from a number of studies (e.g. Orafi & Borg, 2009), though specific attention to the use of tasks has been limited (one exception is Wyatt & Borg, 2011). In a recent study in China, Yan (2012) identified an implementation gap despite the fact that teachers of English were positively disposed towards the new curricular principles; however, teachers felt that their ability to implement those principles was hindered by several adverse conditions, including student resistance, the lack of support from school administrators and the backwash effect of the examinations (see also Yan & He, 2012; Zheng & Davison, 2008).The author takes some specific rules about the as follows:1.This curriculum represented a marked shift in the pedagogy that teachers of English were expected to adopt. Learning was presented as a process of enquiry rather than being based on knowledge transmission and memorization. More specifically, the traditional emphasis on grammar and vocabulary learning was replaced by a focus on the development of communication skills( Wang&Lam, 2010).2. Another key element in the new curriculum, and that which we focus on here, is that it recommends that task-based teaching methods be used to develop students communicative competence. Teachers are also provided with guidelines to consider in developing appropriate tasks ( Ministry of education, 2003)3. Curriculum innovation in education is characterized by an extensive literature that examines this phenomenon from multiple perspectives. The traditional conceptualization of curriculum sees it as a blueprint setting out all of planned learning experiences for a specific group of learners ( the intended curriculum). More recently, it has been acknowledged that an adequate understanding of curriculum must include not just what is intended, but also the implemented curriculum: what actually happens at the level of classroom action (Wedell, 2009).2.2 Communicative ApproachThe Communicative Approach(CA): also called Communicative Language Teaching(CLT), refers to an approach to the teaching of foreign or second language through communicative activities. Language teaching is targeted at the development of the learners communicative competence. The processes of communication for getting information, and using Language for social interaction with other people are especially stressed. ( 李正栓 郝惠珍) From the above, we know that Communicative Approach is a way that tells us we should learn a foreign language by communicating with others. There are two groups abut Communicative Approach, as somebody classified. Over the past 20 years, the English teaching in China has experienced a series of major reform, and the traditional method of teaching grammar centered has been excluded. Therefore, the outline of the current starts concentrating on the cultivation of the students language communicative competence. There are two schools of Communicative Approach: the Strong Version and the Weak Version. The Strong Version believes that the goal of teaching is communication. Grammar teaching should be excluded and grammar rules can be grasped naturally in the communicative activities. The Weak Version believes that the goal of teaching is to learn language . And Li Zhengshuan and Hao Huizheng expressed a familiar opinion that concluded opinion very well, which is put forward as follows Grammatical teaching is not rejected and grammar rules are thought to be able to facilitate the students in various kinds of communicative activities .The Weak Version got acceptance among Chinese language researchers and teachers.(李正栓和郝慧珍，2009). However, N.S.Prabhu as a typical representative of the strong version presided over the communicative teaching in the south of India Bangalore expressed his idea clearly like this.He required students to communicate in the process of language learning. Besides, he emphasized on taking various tasks as the center of the language teaching known as Task-Based Approach.This was proposed formally by him in 1983. In other words, Task-based language origins from Communicative Approach.2.3 Task-based language Teaching 2.3.1Foreign Study on Task-based Language Teaching A. The Origin of the TBLT During the 1970s, it was argued that traditional grammar-focused teaching instruction did not fully help learners to deal with authentic language interaction situations. The communicative language teaching(CLT) approach become popular among second language language teachers. In the 1980s, the notion of “task” began to replace the term “communicative activity”. Thus, TBLT drawn upon several principles of CLT and formed some of its new method., thanks to the SLA research findings about learning output and interaction(Swain 1985. Long1985,1996). TBLT aims to provide learners with a natural context for language use, which suggests that learners have plenty of opportunities to interact with their peers, the teacher and the materials when performing a task.The early actual application of a task-based approach in language teaching was the Bangalore Project(Prabhu.1987), which marked the origin of TBLT(Richards and Rodgers,2001). From the mid-1980s. TBLT attracted more attention from some research in SLA. Such as Breen and Candlin(1987). and Long and Crooks(1991.1993), due to the fact that they were interested in developing pedagogical applications of SLA theory by adoping tasks as a research tool. In 1996, Willis proposed a framework for the implementation of TBLT, and Skehan put forward a framework for the implementation of TBLT, both of which made TBLT advance further into language teaching practice. Skehan(1996) intends to balance the development of fluency with accuracy as well as to enable teachers to implement TBLT “ on a more systematic and principled basis(p.38). Moreover, the detailed framework proposed by Willis(1996) for the TBLT lessons is widely adopted in analyzing TBLT and designing task-based lessons. This framework consists of three parts: pre-task, task cycle and language focus, which provides teachers with a workflow in their task-based lesson planing. Elliss(2003) and Nunans (2004) books on TBLT systematically introduce what TBLT is, which symbolize a confident assertion TBLT has already become an important approach in language teaching. Furthurmore, Van den Branen (2006). Willis(2007) and Samuda and Bygate(2008) focus more on actual classroom practicerather than other previous works on TBLT,B. The Characteristics of TBLT Task-based language teaching is an advanced method, which absorbs all sorts of outstanding teaching methods. At the same time, it also has its own characteristics. This is mainly manifested in the following aspects. Firstly, people learn to communicate by finishing tasks through interaction in the target language. Secondly, TBLT lays emphasis on the reality of both teaching activities and teaching materials. Thirdly, the teaching activities are mainly to express the signigicance, such as information transmission. Fourthly, it places emphasis on the learner-centered approach. Fifthly, TBLT encourages students to use language in a creative way. Finally, TBLT cheers on the connection among classroom teaching activities. According to Jon Larsson, in considering problem based learning for language learning, i.e. task based language teaching: ( Larsson, 2001) .one of the main virtues of TBLT is that it displays a significant advantage over traditional methods in how the communicative skills of the students are improved. The general ability of social interaction is also positively affected. These are, most will agree, two central factors in language teaching. By building a language course around assignments that require students to act, interact and communicate it is hopefully possible to mimic some of the aspects of learning a language “on site”, i.e. in a country where it is actually spoken. Seeing how learning a language in such an environment is generally much more effective than teaching the language exclusively as a foreign language, this is something that would hopefully be beneficial. Larsson goes on to say: Another large advantage of TBLT is that it encourages students to gain a deeper sense of understanding. Superficial teaching is often a problem in language education, for example when students, instead of acquiring a sense of when and how to use which vocabulary, learn all the words they will need for the exam next week