师范类英语专业本科毕业论文电子版

1、编号：069151231010本 科 毕 业 论 文 题 目：任务型语言教学在初中英语教学中的应用 学 院：外国语学院 专 业：英语教育 年级：2007级汉本5班 姓 名：张淑红 指导教师：马雅彬 完成日期：2011年5月28日 application of task-based language teaching injunior high school english teachingspecialty: english direction: english teaching applicant: zhang shuhongsupervisor: ma yabin submitted to

2、 college of foreign languages for the degree of bachelor of artsat inner mongolia university for the nationalities may 28, 2011内蒙古民族大学学士学位论文原创性声明本人郑重声明：所呈交的学士学位论文，是本人在指导教师的指导下，独立进行研究工作所取得的成果。除文中已经注明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。学位论文作者签名：日 期：

3、 年 月 日任务性语言教学在初中英语教学中的应用张淑红摘要：任务型语言教学是以学习为中心，以完成交际任务为教学目标的外语教学方法。它以心理语言学理论、语言习得理论、社会建构主义理论为基础，摒弃传统的以教师为中心的观念，主张语言学习以学习者为中心。运用任务型语言教学是为了有效的提高初中学生学习英语的兴趣，并且把传统的以教师教授为中心的课堂转变为以学习者为中心的课堂。目前初中英语教师讲课以读、提问、解释和语法练习为主。任务型语言教学要求教师关注学生，并且任务要接近学习者的日常生活，可以激发学生学习英语的兴趣，主动参与课堂活动，让他们在完成任务的过程中体验成功的喜悦，实现自我价值。关键词: 任务型语

4、言教学 教师 学习者 课堂活动application of task-based language teaching in junior high school english teaching zhang shuhongabstract：the center of the task-based language teaching is learning, and the foreign language teaching method is in order to complete the task of communication as the teaching target. it is

5、 based on language acquisition theory，construdivism，psycholinguistics ,and the learner-centered ideas instead of teacher-centered ideas. the purpose of using task-based language teaching is to improve the middle school students interests effectively in learning english, and turned the traditional te

6、acher-centered classroom into the learner-centered classroom. the main concepts of the current junior high school are based on the teachers lectures. task-based language teaching requires teachers to concern about the students, and the tasks must to be close to the daily life of the learners which c

7、an stimulate students interests in learning english. and let them to take part in the classroom activities, so that they can get the successful experience from the process of the tasks, and then realize their value.key words：task-based language teaching teacher learner classroom activitycontentsintr

8、oduction11. the current situation and the english teaching materials in the junior high school11.1 the current situation of english teaching in the junior high school11.2 the english teaching materials in the junior high school22 traditional language teaching and task-based language teaching22.1 tra

9、ditional english teaching22.2 task-based language teaching33. the principles of task-based language teaching43.1 the principles of task-based language teaching44. the features of task-based language teaching55. the practical application of task-based language teaching75.1 the specific implementation

10、 of task-based language teaching75.2 the notices of task-based language teaching7conclusion8notes9bibliography10内蒙古民族大学本科毕业论文aplication of task-based language teaching in juniorhigh school english teaching zhang shuhongintroductiontask-based language teaching is a kind of task-oriented english teach

11、ing method which arises in the 1980s. it is a renew of the communicative teaching philosophy and the further progress of the methods. the purpose is to turn the basic concepts of the using language into a practical form of classroom teaching. its main methods and purpose is to design, implement and

12、complete the "task" .it regarded the learners personal experience as an important factor of the classroom teaching, and concern of the process of the learners study. the most fundamental features in the form of the task-based language teaching is that it emphasis on the 'task' to h

13、elp a language learners to learn and use it more motivated .and that is the difference from others. it emphasizes the importance of the communication with the language learners from each other, and the importance of meaningful language content or the accuracy of the communicative language teaching1

14、the current situation and the english teaching materials in the junior high school1.1 the current situation of english teaching in the junior high schoolmost of the new materials for junior english teaching are emphasis on the communicative function of language, they focus on the comprehensive train

15、ing of listening, speaking, reading and writing skills, and even on developing the language fluency of the student. the new material design a lot of activities that full of dialogue scenes, and all of the language is vivid. it is no doubt that the widespread use of new materials in the classroom tea

16、ching bring a strong impact on the old one. as far as i know, many teachers can focus the students ability on the communication use of language, they pay attention to the students needs, interests, enthusiasm, initiative, and creativity, and make the form of the language and the meaning of it togeth

17、er. they charge the student to play the main role when teaching and to achieve the open classroom teaching for reality. then, some excellent teachers display their listening, speaking ,reading ,writing, acting, painting and singing experience fully when teaching.that make the class interest than bef

18、ore and bring a new air to it. then pushed it to a new era .1.2 the english teaching materials in the junior high schoolthe core of education reform is curriculum reform whether the curriculum reforms success or not is related to the quality of various types of personnel training directly ,while tex

19、tbook reform also play an important role in curriculum reform. in fact, the thought of curriculum reform depend on the teaching materials implement to the extend with the development of the era,the english textbooks in junior high school are renewed increasingly day after day. that is from the old t

20、extbooks is version to the new one called 2001 version. at present, the most commonly used is the pep junior high school textbook english new target and the “new english standards” 1 publicated by foreign language teaching and research press, which is the most popular english textbooks widely used i

21、n our city.2 traditional language teaching and task-based language teaching2.1 traditional english teachingfirstly, the traditional english teaching is mainly explained by the teaching, they only read the worlds from the textbooks to the student. that teaching way not only lack the effective languag

22、e input but also let a large number of students be refused outside of the language practice activities ,and can only result in many loser in foreign language learning at last . secondly, the traditional english teaching is mainly about the students read and retell. it is a lack of independent learni

23、ng and develop their creative thinking skills. the traditional english teaching is a skill of five-step approach in short. all the teaching activities in this teaching model are carried out around the point of a language . therefore ,as for teachers ,using five-step approach is handly and all the th

24、ings that the student doing are under the control of the teacher .2.2 task-based language teaching2.2.1 the definition of task-based language teachingthe research of task-based language teaching began in 1980s.prabhu condusted a strong test of communicative approach (bangalore project)in southern in

25、dia, proposed a number of types on task and designed the learning content into a variety of communication tasks, then let the students learn by completing the task. the experiment of prabhu can be seen as the first attempt of the task in a classroom unit designed, and that caused concern on the lang

26、uage teaching profession. many linguists have invested into the study, task-based language teaching gradually mature in theory in the 1990s.22.2.2 tasks-based language teaching domestic in china, the research of task-based learning is still in its early stages. professor xia jimei published a paper

27、entitled the theoretical basis and model teaching in 1998. it showed the concept on the task-based learning and made a description on the detail. they think that the center of the task-based learning is connect the real of language teaching to the classroom socialization. chen huiyuan and wu xudong

28、from guangdong foreign university made a research on the task difficulty and the task conditions. in 2000, the shanghai foreign university, professor chen jianlin described the details of the two types of task(program outline and process outline ) and also introduced it based on the outline analysis

29、 and the class design . in 2001, professor wang qing , beijing normal university, compled the research on the study english new standard, which was promulgated by the ministry of education, and put forward the idea of task-based learning .2.2.3 the theoretical basis of task-based language teaching t

30、he theory basic of task-based language teaching including the theoretical basis of psychological ,social construction theory and language acquisition. it also can be said that the theoretical basis of task-based approach is “input and integrationist” hypothesis (fills.1999).3it is a kind of teaching

31、 theory that is centered by the language learner and in line with the law of language acquisition, it raised a guidance advice on the initiative for teaching students, the language acquisition task on scenaries and design.2.2.4 the types of task-based language teachingthe task of teaching requires t

32、eachers to carry out the activities according to the whole target of the lesson with the teaching content creatively designed close to the students actual task of teaching. and attract or organize the student to engage in the activities .in order to organize a student centered classroom teaching cla

33、ss. and encourage them to discuss by thinking, investigation, cooperation, discussion and exchange each other to learning and using the living language, to complete the task learning. from the teaching point of view, task-based teaching activities can be divided into the following six types: predict

34、ion tasks, jumbles tasks, comparison tasks, problem solving tasks, memory challenge tasks and creative tasks.3 the principles of task-based language teaching 3.1 the principles of task-based language teaching(1) language, scenarios principle of truthfulness .it provides students the clear and authen

35、tic language information when designs tasks, the language situation and the form of linguistic should meet the actual language function and the language law, the purpose of which is that let the student feel and learn the language in a natural, real or simulated the real scenarios.(2) form-function

36、principle. it must be pay attention to join the language form and language function together when designs the task. let the student learn self-cultivation and the ability to master the language function at the same time when they master the language form. there should have some import in each stage

37、of the design task, so that the student can understand the function of language through a series of task training above the basis of the language form learning, and then used in the communication activities.(3)the principle of step-type tasks, the task should be designed from simple to difficult and

38、 complex, connect the beginning with the ending to make a depth understanding and form a cycle from the primary tasks to advanced task and from the advanced tasks covering to the primary task, then constituted the task chain by a number of mini-tasks in language skills, it should be input before out

39、put, so that advanced every level of the teaching like a steps. (4) learning by doing principle. the task should be learning from beginning to ending through completion of the specific task. to do the specific language actions for the purpose to the specific study .and get the learning experience th

40、rough the completion of the acquisition to enjoy the joy of success. whats more, to improve students learning interest and learning initiative? 4 the features of task-based language teaching(1)in the task-based language teaching , teachers design of the teaching activities from the perspective on th

41、e students learning . there should have a clear targeting and specific operational requirement in the students activity. in the teaching activities, students brain is always in an activation, they gain not only the language points of knowledge but also the ability of the language using. with the dee

42、pening of learning tasks, students language skills improved, and automomy. then the students can express their own ideas more creatively. (2)in general speaking, the task-based teaching render the task at the beginning of teaching, so that the students must work with the task-driven when learning th

43、e language . that improve the students interesting on language learning ,and stimulate the students initiative to the active participate. the most important thing is that it changed the students way of learning effectively. (3)in order to complete the learning task. the learning activities of the st

44、udents will be centered by the significant. and try to mobilize the construction on the resources for verbal and nonverbal meaning,in order to achieve the purpose to solve the problem on communication. the process to complete tasks catalytic the students language using more natual and meaningful. fu

45、rther more, creating a conductive learning environment and that is good for students learning (4)the characteristic of the task-based language is with purpose, process. comprehensive and challenging to the mind. it better reflected the modern language education on communication skills, cognitive pro

46、cesses, feeling and experiences ,even the information analysis and itergration ,cooperative learning strategies and learning concepts ,so that developed the students proficiency on language. (5)to promote the democracy of the teaching, to establish a new type of relationship between students and tea

47、chers. task-based language teaching has broken the traditional concept of teachers and students. it changed a single linear relationship that the teacher talk and the students listen in the classroom, and developed the relationship between teachers and studentsmuti-directional cooperation . teachers

48、 are no longer knowledge of the “authority” but should guide the students on learning activities; they act a multiple roles of partners, facilitators. students will no longers be the passive recipients but be the active participants. it built a healthy completion and mutual cooperation relationship

49、among, students. they advocate teaching democracy and create a democratic, relaxed and harmonious psychological atmosphere. the teacher must understand and trust each student, respect their thoughts and their independent personality, and give the student on independent study conditions to provide a

50、successful creation opportunity and guide them to make a reasonable assessment on their own and the others.5 the practical application of task-based language teaching the current english textbook is english new standard in the junior high school. it around the familiar and topic interesting topics i

51、n students daily life providing many real material and language context .so we must make good use of the teaching materials. make the student as the main part task-based language teaching, creative students ability of thinking and encourage them to think on their-own so that they can so we the new p

52、roblems with the knowledge they used to learn5.1 the specific implementation of task-based language teaching. in task-based language teaching, teachers should design the teaching activities on the perspective of the students learning, so that to clear the goals of the students learning activities an

53、d form a continuous gradient of activity. in the various tasks which designed by teachers, students can acquire knowledge or conclude the result continuously to obtain the ability of the language using .that is to say, they are not only master the existing point of language but also the task itself

54、. with the deepening of the task, the whole process of the language will be more automation and autonomy. 5.2 the notices of task-based language teaching (1)an emphasis on learning to communicate through interaction in the target language (2)the introduction of authentic texts into the learning situ

55、ation (3)the provision of opportunities for learners to focus not only on language but also on the learning process itself (4)an enhancement of the learners own personal experiences as important contributing elements to classroom learning (5)an attempt to link classroom language learning with langua

56、ge activation outside the classroom.conclusion task-based teaching task requires students to apply the language to accomplish a specific task, and stressed the active participation of students, it emphasizes the process of communication and language function, and focusing on the development of the l

57、earning strategies to provide students with a larger practice space, and let students play the initiative and creativity better, thus help them to improve the innovative spirit of the language proficiency. it fully reflects the guidance of the teacher to the student; they develop the student as the theme to foster the ability of the core concept of the new english curriculum standards. of course, the task-based teaching has its own limitatio