英语教学法毕业论文

1、the application of task-based language teaching in english oral classabstract: with the development of educational reform, the using of task-based language teaching in college english teaching is ascendant. based on the task-based language teaching theory, the basic content and design requirements o

2、f the task, the text analyses and rethinks the spoken englishs design of the university teaching, and then discuss what should follow and attention in using of task-based language teaching.keywords: task-based language teaching task design case study1. introduction with the development of educationa

3、l reform, the task-based language teaching which developed on the basis of communicative teaching respected by the majority of foreign language teachers once again in the college english teaching. task-based language teaching has evolved in response to a better understanding of the languages are lea

4、rnt. it is through teachers and students together to complete the language teaching task, and make the foreign language learners to complete the task, also to promote foreign language learning progress. task-based language provides learners with an interactive opportunity to tap into the ability of

5、using language learners, and stimulate their creative use of language vitality.2.theoretical basistask-based language teaching is suggested by the former soviet union psycholinguists vygotskys (1962) theory of language and learning. vygotsky emphasized the social nature of language learning as well

6、as the important role of individual learning that teachers and learners promoted. the acquisition of cultural knowledge is the result of the interaction of people, then into their own knowledge. the right foreign language teaching consists of three processes. first, making students learn the theoret

7、ical knowledge about language, then the language of practice, last, the speech training. these three processes are mutually independent and mutual penetration. the theory of language knowledge mainly explains in the classroom by teachers. linguistic practice is a mechanical imitation of standardized

8、 language learning materials. this exercise allows students to develop correct language habits, but language habits are not enough to achieve the goal of using the language for communication purposes, it also need to conduct linguistic practice. practice is a training which is based on the actual re

9、quirement of conducting active language skills. task-based language teaching provides more opportunities of exercising for training learners to practice the output capabilities. the mid-1980s, linguists regard learning tasks as a tool of studying second language, and promote them immersed in the tas

10、k.3. the statue of oral english teaching for now, most colleges oral english teaching situation is not encouraging. usually, in the universities, spoken english course is just open for students. for non-english speaking students, they often use english class to train and improve english speaking abi

11、lity. therefore, in college english curriculum, there are very few colleges and universities set english spoken as a separate course. then from the current college english listening, the leading role of the teacher and re-light the active participation of students still exist. since most teachers be

12、lieve that the current test is still a test that tests students reading and writing, and even in cet4 and cet6, the oral exam is not included in the official syllabus, so the current teaching of english is spoken in class awkward position in non-essential. of course, its not realistic to solve all t

13、he above problems, but it does not mean that we can not do anything, we can apply task-based teaching speaking to the university classroom,and try our best to mobilize students to participate in classroom activities, enthusiasm, so as to improve most of the students the purpose of oral english. 4.th

14、e design of task-based language teaching in university oral english classroom in this paper, an oral english class topic stress of instructional design as an example, and through analysis and reflection in this case to discuss how to implement task-based oral classroom teaching. teaching objectives:

15、1. in order to enable students to correctly understand and learning the pressure of life, also guidance on how to face their own pressures.2. through the oral teaching of the lesson to improve their ability about around a topic for discussion. specific teaching procedures:1. the pre-mission stage: t

16、hough the big screen to show different pictures of social scenes under heavy pressure for students, to import the module topic, and then teachers provide a detailed description of specific mission and goals about this oral teaching.2. task phases: after a clear understanding of the lessons oral teac

17、hing of the specific tasks and objectives, students are divided into two groups, and ask questions each other, then teachers will detect their questions and answers. the question asked as follows:1) do you think the people living in the modern society have more stresses than ever before? what causes

18、 their stresses in your opinion?2) have you felt the pressure in your daily life? what do they come from?after the end of this session , students will enter task ii of the implementation phase about the oral teaching of the lesson, the students before class divided by a good four-member team around

19、the following topics for discussion.1) what negative influence does the stress have on all of us from your point of view?2) do you think having some stress is a good thing for improving yourself in your daily life? please give your reasons.3) as a college student in the twenty-first century, what sh

20、ould we do in face of many different kinds of stresses in our daily life?end of the discussion is to enter the reporting period, a representative of each group will be appointed to report to the class about their discussions. in this process students should avoid described their views and forget the rest of the team summary view of the situation.3. task stages: after students summary, teacher would make a conclusion about each group, and make appropriate evaluation. in addition, to enhance the students enthusiasm to speak, i will reward the good group. due to ma