On Application of Taskbased Approach to Reading Teaching in English Class任务型教学法在初中英语阅读的应用

1、 on application of task-based approach to reading teaching in english classabstractthe teaching of reading in junior middle schools is an essential part of english education. the english curriculum criteria is being carried out throughout china, and it advocates the approach of task-based teaching a

2、nd learning, the task-based language teaching(tblt)emphasizes that learning by doing motivates the students to tap their potential to study. full understanding of tblt is the necessary for its application. the paper first probes into relevant theory, including the theoretical bases, tasks and princi

3、ples of task-based language teaching. then the thesis explores the application of task-based language teaching, designing appropriate and efficient reading tasks as the core. based on models of the reading process and the principles of task design, the thesis offers examples designed in the reading

4、classroom. the result of the experiment proves that the tblt approach is suitable for the junior english reading teaching. it not only arouses students interest in reading but also improves, to some extent, students reading comprehension ability in the junior high english reading class.keywords: jun

5、ior high school task-based language teaching reading models任务型教学法在初中英语阅读的应用摘 要初中英语阅读教学是英语教学中一个非常重要的组成部分，培养和提高学生的阅读理解能力是阅读课的主要目的。英语课程标准正在全国普遍推行。任务型教学提倡做中学来激励学生,挖掘学生学习潜力，使学生在学习语法和词汇的同时通过使用语言来掌握目标语。简单地说就是“为学而用，在用中学，学以致用”。本文首先综述了任务型教学的理论依据、指导原则、任务选择以及各种“任务”的界定，阐述作者对任务概念的观点，阐述阅读理论知识。接着，本文分析了实验的结果，了解任务型教学

6、在阅读教学中使用的有效性。本文旨在探讨中学小班阅读教学实施任务教学法的可行性，有效性及学生对任务教学法的反馈。实验结果证明任务型教学法是适用于初中英语阅读教学的。它不仅能提高初中学生阅读的兴趣，在一定程度上也能提高他们的阅读理解的能力。关键词: 初中英语阅读 任务型教学 英语阅读模式contents abstracti摘 要ii1introduction11.1the purposes and significance of the study11.2 problems in reading for junior middle school students11.2.1insufficient

7、 english vocabulary11.2.2bad english reading habit21.2.3poor english reading skill22literature review32.1about task-based language teaching32.1.1definition of a task32.1.2definition of task-based language teaching42.1.3previous research on the implementation of task-based language teaching52.1.3.1re

8、search on task-based language teaching abroad52.1.3.2research on task-based language teaching at home62.2on the model of task-based reading and teaching reading in the junior middle school72.2.1the development of typical models of teaching reading72.2.1.1the traditional model72.2.1.2question-and-ans

9、wer model72.2.1.3presentation , practice and production model82.2.2the construction of task-based model of teaching reading in junior middle school82.2.2.1definition of task-based reading82.2.2.2features of junior english reading materials92.2.2.3assessment in the model of task-based reading activit

10、ies92.2.2.4the principles of task design103implementation of task-based language teaching in reading class123.1hypothesis123.2teaching materials123.3method123.3.1participants133.3.2instruments133.3.3procedure133.3.4classroom experiment143.3.4.1the experimental process for the experimental group mode

11、l143.4analysis of the prepost tests184discussions and suggestion204.1major findings204.2 the advantages of the task-based teaching204.3the limitation of task-based language teaching225conclusion23references24appendix i: the material of teaching case :could you please lend me your pen?25appendix ii:

12、reading comprehension for the pretest26appendix iii:reading comprehension for the posttest29acknowledgements32331 introduction1.1 the purposes and significance of the study one purpose is to create a concrete and feasible task-based model of teaching english reading, providing english teachers with

13、a reference, promoting the efficient operation of the english curriculum criteria, and facilitating the development of students reading competence of english. another purpose is, to some degree, to change students learning styles from passive reception to the one of self-access, co-operation and exp

14、loration.at present, the new curriculum criteria has been carried out all over the country and task-based approach of teaching and learning is advocated, but for most of the teachers in china, this approach is a completely new model although a lot of experts in and out of china have done researches

15、into task-based teaching and learning. in addition, the new curriculum criteria just gives a simple introduction of task-based approach, so there exist a lot of difficulties in how to utilize this model, especially the teachers of english are short of conventions on task-based reading in english. he

16、nce, it is quite necessary for us to do the research into the task-based model of teaching and learning in reading class. there is great significance to promote the performance and practice of the english curriculum criteria. as to the methods of the study, experimental study and literature review h

17、ave been used.1.2 problems in reading for junior middle school students according to an investigation in zhuhai taoyuan middle school, i find that more than one third of the students of junior two and junior three both have lower reading levels and limited skills. some problems which exists in engli

18、sh reading as follows:1.2.1 insufficient english vocabulary some students vocabulary is not so sufficient that they can not understand the reading mainly. in fact, reading comprehension is directly related to a readers mastery of large of vocabulary. in other words, readers must have a sufficient vo

19、cabulary in order to achieve a good comprehension about texts or reading materials. however, the students in junior middle schools have limited vocabulary, which affect reading efficiently. whats more, students are lack of effective ways to build up their vocabulary.1.2.2 bad english reading habit s

20、tudents who are from 14-17 years old in junior school dont get into a good habit of reading english. first, they spend little time in reading training in daily exercise, for most students have no interest in doing reading comprehension, which has many unknown words in it. second, the students cannot

21、 skip over the words and sentences, they just read word by word, and their attention is focused only on word symbol, which distracts their whole reading clues. third, most students use partial reading, back reading , their comprehension is connected to some words or sentences, and they can not get e

22、ntire meaning before class, and they rely much on teachers explanation and translation, they has no motivation to read the article. 1.2.3 poor english reading skill most students do not know how to make use of basic reading comprehension skills, such as skimming, scanning, previewing and reviewing t

23、ext. for example, they are not clear about skimming is to skim common, unrelated information and grasp the main idea as quickly as possible, especially look for important information and words. scanning is to seek some key data and important words etc. however , they always seek words by words in se

24、ntences and key sentences in paragraphs, which can conclude and summarize the main idea of the article. apparent meaning make the students puzzle. they cannot infer the meaning of sentence from a large number of clues to infer the authors intention logically. so a teacher should develop students rea

25、ding skills gradually which improve the students reading ability is very important. from problems mentioned above in english reading in junior middle school, wecan see the present situation of english reading teaching clearly. in such a situation, is task-based language teaching effective in improvi

26、ng the students english reading ability? it is this problem that the present author is going to study in this thesis.2 literature review2.1 about task-based language teaching2.1.1 definition of a task what does the term “task” mean? task, slowly emerging since the 1980s, has challenged the tradition

27、al itemized form-based methodology. first, we must define the concept of task in terms of language learning and teaching. much has been written about definitions of tasks and the role of tasks in second language acquisition. a review of literature supplies a variety of definitions. they are listed a

28、s follows in chronological order:(1)a task is 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.in other words, by task is meant the hundred and one things people do in everyday life, at play, and in bet

29、ween. (long,1985:89)(2).any structured language learning endeavor which has particular objective, appropriate content, specified wording procedure, and a range of outcomes for those who undertake the task. task is, therefore, assumed to refer to a range of work-plans which have the overall purpose f

30、acilitating language learning form 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) (3)a task is an activity which requires learners to arrive at an outcome from given information through some

31、 process of thought, and which allowed teachers to control and regulate that process. (prabhu,1987:24) (4)tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome. (willis,1996:23) (5)a task is an activity in which

32、 1) meaning is primary 2) learners are not given other peoples meanings to regurgitate. 3) there is some sort of relationship tocomparable real-world activities.4)task completion has priority, and 5)the assessmentof the task is in terms of outcome. (skehan,1998:9)(6)a task is an activity which requi

33、res learners to use language, with emphasis on meaning, to attain an objective. (bygate, skehan , and swain,2001)all the above experts have given their definitions to task respectively with different aspects of a task. for example, breen regards a task as a work-plan, which includes all kinds of exe

34、rcises or activities. however, skehan gives the definition by discussing the features of a task, and the last one given by bygate, skehan and swain in 2001 is the shortest, which presents only basic components of a task.from the above-listed varied definitions,we can see three basic features:1) to a

35、ttain an objective;2) meaning is emphasized;3) communication-oriented and requiring use of the language.to sum up, my definition of task is as follow:a task consists of a series of different activities, that the students do in the class or after class using the target language to grasp the knowledge

36、 by means of finishing the task. 2.1.2 definition of task-based language teaching jane willis (2000:41) thinks tblt, task-based language teaching, is an approach to language teaching which makes use of authentic materials in communicative tasks. these pedagogical tasks reflect real-world tasks that

37、the learners in a given situation would complete as a part of their daily life.pedagogical tasks act as building blocks to an ultimate objective. thus, tblt relies both on the learners ability to learn analytically and on the teachers flexibility and creativity. the learners ability to learn analyti

38、cally is necessary in completing tasks focused on meaning rather than grammatical form; the teachers flexibility and creativity are demanded as he/she diagnoses the outcome of each task and creates new materials in response to newly revealed learner needs. tblt is a complex approach to language teac

39、hing, but in its complexity it responds to both current sla theory as well as the practical needs of the classroom. in hong kongs english syllabus, tblt is defined like this: the task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and writt

40、en language through learning activities which are designed to engage learners in the authentic, practical and functional use of languagefor meaningful purposes. in brief, task-based language teaching aims at providing opportunities for the learners to experiment with both spoken and written language

41、 through learning activities. this kind of method makes the class student-centered classroom instead of the traditional teachercentered classroom. classes are designed to engage learners in the practical and functional use of language for meaningful purposes.tblt is a communicative teaching approach

42、 which offers the students opportunities to learn and use the language by doing all kinds of things which are likely to happen in the real life.2.1.3 previous research on the implementation of task-based language teaching2.1.3.1 research on task-based language teaching abroad n.s.prabhu is universal

43、ly regarded as the pioneer of task-based approach,who carried out the famous bangalore communicational teaching project in india for around five years. his experiment intended to testify the hypothesis that the development of foreign language competence needs not the systemic language input or suffi

44、cient planned exercises, but the communicative activities in situations created by the teacher. the implementation in his experiment consisted of three stages of pre-task and task and assessment. prabhus is communicational teaching project a milestone in l2 teaching and has laid a solid basis for th

45、e further development of task-based language teaching.drawing upon the research of the predecessors, jane willis(1996)and peter skehan(1998)respectively put forward a model for achieving balanced concern for communication on the one hand, and form at a general level on the other. the two models are

46、similar in the basic framework of pre-task, during task and post-task. willis emphasizes a methodology for using tasks to combine naturalness of communication with opportunities to focus on form. skehan makes a similar attempt to show how balance between form and meaning can be achieved.in addition,

47、 he tries to link the methodology more explicitly to the information-processing framework.willis and skehan put tasks at the center of l2 teaching and learning, which consolidates what has been learnt and creates opportunities for learning as well. moreover, they offer a clear, practical and ready-m

48、ade framework for task-based language teacher and researches. this framework is a principled application of theory to practice, resulting from extensive trials of task-based approaches around the world. regarding the methodological procedures for executing the task-based language teaching workplan i

49、n the classroom, rod ellis(2003)takes into consideration two basic kinds of procedures: lesson design and participatory structure. he sums up various designs proposed by prabhu(1987),willis(1996),skehan(1996),and reiterates and details the functions and advantages of each phase of the framework. the

50、 participatory structure of a lesson refers to the procedures that govern how the teachers and studentscontributions to the performance of the task are organized. a basic distinction can,according to ellis,be made between the individual type and the social type.ellis points out that there has been i

51、nadequate research into the fields of teacher talk,instructional conversations and peer teaching. the overall purpose of task-based methodology is to create opportunities for language learning and skill development through collaborative knowledge building.the studies of those researchers, among othe

52、rs, contribute to the development of task-based approach.they offer guidance to the practice of this approach in efl/eslteaching and learning. prabhus research is an empirical one conducted in indian,where english is a second language due to the colonial influence.the over-all language environment t

53、here facilitated the implementation of this communicatively oriented task-based approach,as learners got plenty of opportunities to use and practice.it,however,needs to be modified and adapted when adopted in the context where english is only a foreign language,such as china.the studies by willis,sk

54、ehan and ellis provide a well-founded task-based language teaching model for language teachers and learners,and they broaden the connotations of this model in terms of theory.their methodologies are insightful and constructive for the practical implementation of the task-based language teaching mode

55、l.however,their researches are only confined to idle theorizing,and the feasibility and appropriateness of their proposals need to be proved and improved through empirical studies,especially in the efl context.2.1.3.2 research on task-based language teaching at homeresearches on task-based language

56、teaching have been booming since the end of the 20th century.this boom has been taken one step further with the promulgation of the new curriculum standards.domestic studies deal with task-based language teaching from both theoretical and empirical perspectives.these researches, however,are still at the beginning stage.in recent years,domestic scholars and english teachers are attempting to integrate task-based language teaching into reading