任务型教学法在高中英语阅读课堂的应用英语论文

1、本科生毕业论文（设计）册学院 XXX 学院专业英语教育班级 XXXX 级英语教育X班学生 XXX指导教师XXXXXXX大学本科毕业论文（设计）任务书编 号：论文（设计）题目：任务型教学法在高中英语阅读课堂的应用学院： XXX学院 专业:英语教育 班级:XXXX级英语教育X班学生：XXX 学号:XXXXXXX 指导教师:XXX职称:XXX1、论文（设计）研究目标及主要任务本论文的研究目标是探讨任务型教学法在高中英语阅读教学中的应用。其主要任务是通过分析任务型教学法的作用来指导中学英语阅读教学。2、论文（设计）的主要容本论文分为五章，第一章介绍了任务型教学法实施的必要性，第二章介 绍任务型教学法的

2、研究背景及现状，第三章介绍了现在高中英语阅读教学存 在的缺陷，第四章讨论了任务型教学法在现在高中英语阅读教学中的应用， 最后一章对整篇文章进行了总结。3、论文（设计）的基础条件及研究路线本论文的基础条件是不同的教育学家对任务型教学法的研究成果。研究路线是对任务型教学法与传统教学法进行对比，总结出优缺点并 将其应用在高中英语阅读教学实践中。4、主要参考文献Willis ,J. A Framework for Task-Based Learning . England: Longman 1996.Long, M. H. Task, Group and Task-group Interaction

3、. University ofHawaii working papers in EFL, No.8 Page l-26. l989.龚亚夫等：？任务型语言教学？，：人民教育，2003.婕：英语任务型教学法研究现状综述.？考试周刊？，2011第21期，74-75页.5、计划进度阶段起止日期1确定初步论文题目3月16日前2与导师见面，确定大致围，填开题报告和任务书，导师签字3月16日-3月23日3提交论文提纲3月23日-3月30日4交初稿和义献综述3月30日-4月20日5交终稿和评议书5月8日前指导教师：年 月 日教研室主任：年 月注：一式三份，学院（系）、指导教师、学生各一份XXX汉学本科生毕业

4、论文（设计）开题报告书XXX 学院英语教育专业 XXXX 届学生XXX论文（设计）题目任务型教学法在高中英语阅读课堂的应用指导教师XXX专业职称XX所属教研室央语而年级教研室研究力向教学法与语言学课题论证：通过与传统教学法进行对比论证任务型教学法的优势以及其在高中英语阅读课堂的应用。方案设计：第一章介绍了任务型教学法实施的必要性第二章介绍任务型教学法的研究背景及现状第三章介绍了现在高中英语阅读教学存在的缺陷第四章讨论了任务型教学法在现在高中英语阅读教学中的应用第五章对整篇文章进行了总结进度计划：3月16日前确定初步论文题目3 月23日前写开题报告、任务书3月30日前提交论文提纲4月20日前提交

5、初稿和文献综述5月08日前交终稿和评议书指导教师意见：指导教师签名:教研室意见:教研室主任签名:XXX武学本科生毕业论文（设计）评议书姓 名XXXX学院XXXX学院专业英语 教育年级（班）XXX级英语教育X班论文题目任务型教学法在高中英语阅读课堂的应用完成时间XXXX/5/8指 导 教 师 评 语阅读能力是学生写作能力的基础，也是为学生口语表达积累素材的基础，英语课程标准就把阅读能力作为英语教学的重要目标之一。但在传统的高中阅读教学中,阅读对于大多数学生而看仍然是一个薄弱环节，封闭而被动的阅读让学生感到枯燥而无聊，不要说写作能力和表达能力的培养，就算是基本的阅读能力培养都是问题。究其原因，还是

6、学生的主体性没有得到发挥，学生在被动中缺少学习的热情，效果自然不好。随着英语课程标准提出的任务型的活动，现在越来越多的老师开始熟悉并运用任务型语言教学法（TBLT。任务型教学法以其情境真实、多元参与、激发兴趣、因材施教而受到广大英语教师和学习者的欢迎。在本文中，笔者就任务型教学法及其运用作了详细的介绍，并且将任务型教学法与传统的高中英语阅读教学进行了比较，列举了传统模式的不足和造成这些不足的原因以及应对策略，与此同时,介绍了任务型教学法在现在高中英语阅读教学中的应用及其优越性。通过研究与对比，不难发现任务型教学法更加有利于学生提高阅读能力和养成良好的阅读习惯。当然，笔者同样涉及到了任务型教学法

7、在实际应用中可能会遇到的问题以及解决方法，希望能不断地完善英语阅读的教学。指导教师职称初评成绩职称教研室答辩小组答辩记录:记录人签字：年 月 日答辩小组意见：组长签字：年 月学院意见:评定成绩:XXX汉学本科生毕业论文（设计）文献综述Literature Review1.1 Research background and current situationThe language teaching concept “task-based " was first put forward by Vygotsky. Hementioned and introduced this conce

8、pt in Thought and Language (1962). He got an important inspiration by observing the learning process of the learners, that is, in language learning, the interaction between the learners and teachers, learners and learners has good effect on the learning of language and even can promote the study. He

9、 also emphasized social and interaction characters of language learning in the process.However, which can usefully reflect these characters is Task-Based Language Teaching approach. Nineteen seventies, Prabhu (1987) managed a language teaching reform project, in this project, he put forward the conc

10、ept and pattern of TBLT in the practice of communicative teaching method. In this way, learners can complete the communicative tasks by using target language; this method pays more attention to the meaning of language communication not the form of language. In the beginning of 1980s, Jane W川s began

11、her experiments of Task-Based Language Teaching, and published A Framework for task-based Learning in 1966. Except them, Candlin, Nunan, Long they all had deep research about Task-Based Language Teaching. Until 1990s, this approach formed its pattern and system, and nowadays, it has been used in for

12、eign language teaching widely.1.2 Definition and fundamental philosophySimply, Task-Based Language Teaching means that teachers guide students through the tasks in class teaching. As for definition, usually, we pay more attention to “task ” . In Modern Chinese Dictionary , task meansprescribed work

13、or responsibility, but this kind definition has no relation to teaching. The “task ” in Task-Based Language Teaching is real in our real life, but not the same with the task in our real life. What the “task ” really mean, different scholars have different ideas.Long(1985) states that task means an a

14、ctivity which is operated foroneself or others. In determining the teaching tasks, Long pay much attention to the importance of analyses, and he thinks that the tasks should be related to our daily life, therefore, if teachers want to design teaching tasks, they must know what happened in the studen

15、ts ' real daily life. However, Long' s research also has someshortcomings, for example, only when the learners make commonmistakes about grammar in the process of completing the task, teachers will guide thelearners ' attention tothe form of the language, what' s more, in the process

16、 of completing the task, learners usually use communicative strategy in order to avoid thecomplex language forms, as a result, we cannot guarantee the development of learners ' interlanguage system.From an educational perspective, Richards (1986) thinks that:tasksare activities which develop in

17、the process of learning, understanding and experiencing the language. Richards ' definition of “task ” has very close relationship with language teaching. He puts forward that the impact of different aspects of tasks will be applied to teaching. Through these descriptions, it is clear that the “

18、task ” in Task-Based Language Teaching has its own unique characteristics, and also reflects general characteristics of Task-Based Language Teaching.Onthe other hand, Breen (1987) definite the “task ” from a language learning perspective, that is to say, tasks are a series of teaching activities whi

19、ch are carefully organized in order to promote the study of language, all these activities have specific target, appropriate content, unique learning program and a series of results.Nunan (1989) thinks that the tasks in class teaching include real-world tasks and pedagogical tasks. He calls the task

20、s which the students imitate the real world in class as real-world tasks. He does not restrict that real-world tasks must be completed in real world, that is to say, what we call real-world tasks can include tasks in real world and tasks imitate real world. Nunan was the first put forward the design

21、 the tasks of information gap, it contains 5 steps: (1) introduction: introduce the tasks; (2) words and expressions: teachers explain the difficult words the students may meet in the process of activities; (3) listening, discussing and taking notes in groups; (4) dealing with the problems in groups

22、; (5) feedback: the students compare their plans with teachers'.British linguistW川s (1996) pointed out: learners get real resultsin the activities by using the languageIt plays a good role on thecultivation of students ' cooperative consciousness, competition consciousness and sense of colle

23、ctive honor.Domestic scholars Gong Yafu and Luo Shaoqian have unique insight of the interpretation of task. They think that in the teaching of foreign language, especially in Task-Based Language Teaching, “task ” usually refers to the activities that take the real world as reference and take the for

24、mation of language sense as the them. They advocate dividing the Task-Based Language Teaching experts and scholars into two categories: "special mission" and "generalized assignment".Generalized “task” is what people do in daily life, work, entertainment or a variety thing do in

25、other time. Some world famous linguists and teaching experts like David Nunan , Prablu and Willis and so on, they all definite “task” according to their own perspective. All of them are pointed out in the definition: task, in a word, is doing things. In the process of doing something, the learners a

26、re all very active in the process all the time and the communication process between the participants also is a process of interaction.Somelanguage experts at homeand abroad all give definition to task from different perspectives, and the author prefers the definition of Richards: tasks are activiti

27、es which are developed in the process of learning, understanding and experiencing the language. Richards 'definition of“task”has very close relationship with languageteaching, he puts forward that the impact of different aspects of tasks will be applied to teaching. From this point of view, the

28、author thinks that Task-Based Language Teaching can be called the most effective teaching method of foreign language teaching, and in this way, the students can commendably grasp the language and also can handle it skillfully.1.3 The essence of the approach1.3.1 Theoretical basisThe theoreticalbasis

29、 of Task-Based Language Teaching comesfrom manyaspects, including psychology, sociolinguistics and the study of language acquisition and so on. Oneof the theoretical bases of Task-Based Language Teaching is the study of language acquisition, that is to say, we shoud understand the rules according to

30、 language acquisition. The memory of grammar knowledge cannot ensure the accuracy of the application of the language, only much of the language input can make students grasp the language they have learnt. In the application, using various tasks can be helpful for students to have integrated use of t

31、he language, pay more attention to the meaning of the language in the process of communication, and take the application of language and achieving the tasks as final target.1.3.1.1 ConstructivismIn this thesis, the constructivism is the most important theory we need to pay attention to. As an import

32、ant branch of cognitive psychology, constructivism becomes a popular topic in nowadays educational psychology. Constructivism psychologist Piaget (Switzerland) repeatedly stressed that study is the construction of the significance of objects; cognition is constructed by the subject in the interactio

33、n between the subject and object, the construction of the subject often on the basis of the existing knowledge. Participating in the process of learning actively is the major characteristic of the constructivist learning theory.The core of Task-Based Language Teaching is “the learner-centered ” and

34、“the people-centered " ； the philosophical psychology basis of it is constructivism theory. Constructivism is a theory about knowledge and study. On the basis of psychology, philosophy and anthropology, constructivism considers that cognition is temporary, developing and non-objective; it exper

35、ienced the learning of inner construction and the influence of social culture. Constructivism announces the unique law of language teaching.(1)Learning theory of constructivism takes the students as the center.Teaching should provide chances for the students, let them participate in real, natural an

36、d communicative activities, and leadthem to look for the knowledge, put forward questions, and then construct their own pattern, concept and strategy. Hence, in the process of teaching, it is important for us to outstand students'subject status, respect the individual differences. From the point

37、 of view, to their original knowledge and experience, contact the reality of life, more dialogue, and use less injection type teaching.(2)Constructivism emphasizes the situational and cooperative language teaching.(3) Constructivism holds that knowledge is the communication in complex learning situa

38、tion; learners often construct their own knowledge structure in certain complex learning context. The purpose of learning is not only to understand the knowledge, but also be able to solve the problems in real and complex situation, therefore, in foreign language teaching,teachersshould use multimed

39、iatechnology, the vivid teaching situations,such as the expression oftext, picture demonstration, expression of music and so on, to create real cognition, situation for students, and to help students have positive thinking, arouse related knowledge, experience and knowledge representation in their m

40、emory, at last giving some personal significance on knowledge.(4) Constructivism advocates constructing knowledge through interaction and cooperation.Different people have different experience and learning situation, so they have different understanding of knowledge.Constructivismpoints out that in

41、appropriate learning situation, the content of foreign language learning must fit the cognitive development level of the learners. Learners ' original experience and knowledge are the bases of the construction of the knowledge structure.Constructivism emphasizes that learning is an active proces

42、s of construction, in which the learner actively according to the previous cognitive structures, with the help of others and the environment, through the unique information processing process, pay attention to and selective percept the external information, to construct the meaning of things. Howeve

43、r, Task-Based Language Teaching emphasizes " learning in the process of doing things ” . It takes task as the core, and provides chances for learners, then let them complete various tasks. In other words, it takes the learners as the subject, the task as the core, then let the learners get the

44、language acquisition by using the language to achieve the task. This teaching theory exactly accords with the learning theory of constructivism; therefore, the theoretical basis of Task-Based Language Teaching originates from the learning theory of constructivism.In English reading teaching, teacher

45、s should design thelearningmaterials which match the knowledge level of the students according to learners ' conditions and characteristics, and try best to create situations in which the students can use the language. In appropriate situations, with the help of the teacher, the students cannot

46、help expressing their ownviews using the language knowledge they have learnt. In this way, the students will have great progress in reading level and the ability to use the language.1.3.1.2 Language acquisition theoryKrashen: Input HypothesisTask-Based Language Teaching is a process the language lea

47、rners completing the task. Its rationality and feasibility firstly come fromKrashen' s Acquisition theory “input hypothesis ” . He thinks that ” comprehensible input “ is the condition of language acquisition. Comprehensible input means the learners can understand the language materials they hea

48、rd or read, most importantly, the level of difficulty of the material should be suitable for the learners, cannot be too simple or too difficult, otherwise, it will have no use for language acquisition. Krashen defined the language knowledge the learners already know as "I” , and the next perio

49、d of the development of language as“I + 1 ”，“1”is the distance between the current knowledge state and the next stage of language state. That is to say, only when the language materials the learners learned are in the level of“I +1 ”，can they have good effecton the development of language. Krashen e

50、mphasizes that students learn certain language must through "comprehensible input ”(Krshen,1985:90). If the input goes a little beyond the learners current ability, acquisition comes into being naturally. Therefore, teachers 'responsibility is to let the students accept comprehensible langu

51、age input as much as possible.Long: Interaction HypothesisHomologous with Krashen, Long thinks that acquisition comes from comprehensible input, but he pays more attention to how to be understood. He proposed that language can be learned through " interactive dialogue ” (Long, 1985). The most i

52、mportant and useful way to make the input be comprehensible is the constant mutual cooperation in the process of conversational interaction, and then does interactive correction of the problems may arise. This language mechanism called“modifiedinteraction ” . For example, the students get the inform

53、ation by changing their utterance. According to the theory mentioned above, foreign language class should have various activities with" modifiedinteraction ” , in other words, task. Students do dialogue interaction in the process of completing the task, and then produce the language acquisition

54、.1.3.2 Principles(1) The principle of interestTask-Based Language Teaching cultivates students ' language ability by achieving the tasks, and the completion of the tasks must throughactivities, students as the subject, enthusiasm is excited, great cause come from the interest of Task-Based Langu

55、age Teaching. In other words, the tasks teachers designed must can attract students ' attention and let the students feel very happy when they participant in these activities.(2) Real and practical principlesTask-based languages teaching method has changed the traditional teaching models based o

56、n the teaching of knowledge, and now take the cultivation of students ' language ability as the core, therefore, the situation of the task should be real and be related to our real daily life and study, only by doing so can the students truly use the language in practice, and can develop student

57、s ' language ability.(3) Principles of operationStudents grasp the application of language by completing tasks, if the task goes beyond students knowledge and ability, even make students feel confused, as a result, Task-Based Language Teaching will becomeempty talk and has no chance to operate.

58、Therefore, in teaching practice, teachers need to design suitable and appropriate tasks according to students ' real ability, teaching goal and teaching content. Consequently, teachers need to pay much attention tounderstand thestudents, not only their study but also their daily life.(4) Principles of learning from applicationThe learning theory of Constructivism states that the process ofteaching is such a process which is in the guiding of the teachers;students construct thei