任务型教学在高中的运用学位论文.docx
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任务型教学在高中的运用学位论文.docx
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任务型教学在高中的运用学位论文
中图分类号:
G427
学号:
12004110610
南阳师范学院
本科毕业论文
论文题目:
任务型教学在高中英语课堂教学中的运用
作者:
指导教师:
副教授
学院:
外国语学院
专业:
英语
班级:
二〇一六年三月
任务型教学在高中英语课堂
教学中的运用
南阳师范学院
外国语学院
英语专业
申请文学学士学位
毕业论文
作者:
指导教师:
OnApplicationoftheTask-basedTeachingintheEnglishClassofHighSchool
AThesisSubmittedto
EnglishDepartment,
SchoolofForeignLanguages,
NanyangNormalUniversity
inPartialFulfillmentoftheRequirements
fortheDegreeofBachelorofArts
By
Supervisor:
Acknowledgements
Ontheaccomplishmentofmythesis,Iwouldliketoshowmysinceregratitudetoallthosewhosewarmthandsuggestionshavemadethisthesispossible.
MydeepestgratitudegoesforemosttomytutorProfessorWangJidongwhogavemeconstantencouragementandusefulinstructions.Hehaswalkedmethroughallthestagesduringthewritingofthisthesis.Withouthisvaluableadviceandquickcorrections,thisthesiscouldnothavekepttherightdirection.
摘要
本论文的研究对象是河南省一所高级中学的高一学生。
实验分成实验组和对照组,实验组采用任务型教学法,对照组则采用传统的教学方法,时间为一个学期,并且在实验后对实验组学生进行问卷调查。
本研究的目的在于回答以下两个问题:
与传统教学法相比,任务型教学法在高中英语课堂教学中的运用是否可以提高学生对英语的学习兴趣和学生的综合语言运用能力。
通过对实验数据横向和纵向的对比和分析,得出结论:
任务型教学法在高中英语课堂教学中的运用能够提高学生对英语的学习兴趣和学生的综合语言运用能力。
关键词:
高中英语课堂教学;任务型教学法;运用与思考
Abstract
ThestudentsinoneseniorhighschoolinHenanprovinceweretheresearchsubjectsofthisthesis.Theexperimentwasdividedintotwoclasses,experimentalclassandcontrolledclass.TheexperimentalclassappliedtheTask-basedTeachingApproachwhilethecontrolledclassappliedthetraditionalteachingmethod.Theexperimenttimewasonesemester.Aftertheexperiment,theauthorconductedaquestionnairesurveytothestudentsintheexperimentalclass.Theaimofthisresearchareasfollows:
comparedwiththetraditionalteachingmethod,whethertheapplicationoftheTask-basedTeachingApproachintheEnglishclassofhighschoolcanincreasestudents’Englishlearninginterestsandimprovetheiroveralllanguageability.Theauthorreceivedtheconclusionoftheexperimentbycomparingandanalyzingthedatabreadthwiseandlengthwise.ItisfoundthattheapplicationoftheTask-basedTeachingApproachintheEnglishclassofhighschoolcanincreasestudents’Englishlearninginterestsandimprovetheiroveralllanguageability.
KeyWords:
seniorhighschoolEnglishteaching;Task-basedTeachingApproach;applicationandthinking
Contents
AcknowledgementsI
摘要II
AbstractIII
ContentsIV
1.Introduction1
1.1BackgroundoftheResearch1
1.2SignificanceoftheResearch2
2.TheGeneralConceptionoftheTask-basedTeachingApproach3
2.1TheDefinitionofTask3
2.2TheKeyCharacteristicsoftheTask-basedTeachingApproach5
2.3TheModeloftheTask-basedTeachingApproach6
3.TheoreticalFoundation8
3.1SocialConstructivism8
3.2TheSecondLanguageAcquisition9
3.2.1TheInputHypothesis10
3.2.2TheInteractiveHypothesis10
4.Experiment11
4.1Subjects11
4.2Instruments12
4.3EmpiricalResearch12
4.3.1ApplicationoftheTask-basedTeachingApproachinEnglishClass12
4.3.2Procedure14
5.Reflection16
5.1DataAnalysis16
5.2Discussion17
6.Conclusion19
Appendix21
Bibliography22
1.Introduction
1.1BackgroundoftheResearch
OurnationandsocietyproposehigherandnewerdemandtopersonneltrainingbecauseofthegraduallyincreasingpositionofEnglish.ToimprovetheEnglishlevelofthewholerace,weshouldattachmoreimportancetolearnersandEnglishclassroomteaching.Thequalityeducationofourcountryemphasizesthecultivationofstudents'innovativespiritandpracticalcompetence.NewEnglishCurriculumStandardsparticularlyemphasizesthatteachersshouldattachgreatimportancetothebehaviorofeachstudent,stimulatetheirlearningenthusiasm,assistthemexperiencethesenseofsuccessandgainself-confidenceinlearning,anddeveloptheiroveralllanguagecompetenceandcreativespirit.[1:
2-4].
However,inourcountry,forquitesometime,thetraditionalPPP(presentation,practiceandproduction)isthemostuniversalEnglishteachingapproachofseniorhighschool.Themechanicalpracticeoflanguageformandteachers’authorityintheclassareoveremphasizedinthisteachingmethod,butthecultivationoflearners’overalllanguageabilityandtheimportantroleoflearnersintheclassroomteachingprocessareneglected.Itisalwaysbelieved“learnersarepulledbyteachers”anormalteachingformbymostteachers.Theyjustpayattentiontocultivatestudents’examability.Asaresult,learners’learninginterestsgraduallydisappearandtheycannotgrasptheoveralllanguageabilitywell.LearningEnglishbecomesaburdenformostEnglishlearnersandtheyaretiredoflearningEnglish.Consequently,anewteachingmethodisneededtobeappliedtochangethissituation.
AdifferentteachingmethodnamedTheTask-basedTeachingApproachcanchangethissituationinthepresentEnglishteachinginseniorhighschool.First,itnotonlyemphasizesthestudents’maincharacterintheclass,butalsofurtheremphasizesthecultivationofstudents’overalllanguageability.Second,tasksthatarecloselyrelatedtostudents’lifearedesignedtoarousetheirintereststotakeanactivepartintheteachingactivities.Third,notonlylanguageaccuracyandfluencyareemphasizedinthisteachingmethod,butalsolanguageformandlanguagemeaningareemphasized.Besides,itcannotonlystimulatelearners’learninginitiativeanddeveloptheirlearningenthusiasm,butalsomakethemgrasplanguage.Consequently,itcanachieveaneducationaimthatistofacilitatestudents’integrateddevelopment.
1.2SignificanceoftheResearch
TherearesofarnumerousresearchesontheTask-basedTeachingApproachathomeandabroad.However,howtocombinethisteachingmethodwiththehighschoolteachingmaterialandthepracticalclassroomteachingactivitieshavenotbeenfullystudied.Consequently,itisnotbeenfullyprovedthatwhetherthisteachingmethodcanchangeourpresentteachingsituationornotandwhetheritissuitforthepracticalteachingprocessornot.
Thisresearchhastwosignificances.First,therearecontributionsforteachingtheory.TheauthorproposesherspecialideasabouttheconcreteimplementproceduresoftheTask-basedTeachingApproachcombiningpracticalsituationbasedontheformerstudy.Second,therearecontributionsforpracticalEnglishclassroomteaching.ManyteacherscanhaveageneralcomprehensionoftheTask-basedTeachingApproachintheoryandpracticeandenhancetheirteachingcompetencethroughthisresearch.
2.TheGeneralConceptionoftheTask-basedTeachingApproach
TheTask-basedTeachingApproachwasoriginallyproposedbyanIndianscholarnamedPrabhuandhewasregardedasthefounderoftheTask-basedTeachingApproach.Prabhuemphasizeslearningbydoing.HebelievesthewayoflearninglanguageisthroughcommunicationanddoandsaythingsnowsothatasaresultyouwilllearnEnglish[2:
19].
Britain,AmericaandsoonEnglishlinguisticsresearchfield,whichgainedgreatdevelopmentinthe1990s,arethemainrepresentativesontheresearchoftheTask-basedTeachingApproach.TheTask-basedTeachingApproachiswidelyusedinlanguageteachingandotherdifferentcoursesinBritainandAmerica.Itmakeslearnersbecometherealmastersoftheclassroomteachingandlearnerschangefrompassivelearningtoactivelearning.
2.1TheDefinitionofTask
TheTask-basedTeachingApproachisaconcreteteachingapproach.Itisveryimportanttounderstandthedefinitionoftaskforteachers.Theunderstandingofthedefinitionoftaskcanhelpteacherstodesignteachingactivitiesreasonablyandensuretheteachingobjectives.Now,exactdefinitionoftaskhasnotbeenproposedbyscholars.Differentexpertsholddifferentideasonthedefinitionoftask.
Prabhu[3:
24]believesthattaskisanactivitywhichdemandsstudentstoacquiretheresultsthroughsomeprocessofthinkingandstudentscanregulateandcontrolthatprocess.Inhisopinion,students'thinkingprocessisindispensable.Theymustthinkseriouslywhentheycommunicatewithothers.Asaresult,theteachingcontentofstimulatingstudentstothinkshouldbeconsideredwhenteachersdesigntasksorimplementtasks.
AccordingtoBreen[4:
23],ataskreferstoaseriesofworkplansthatwillcontributetotheoverallgoalofpromotinglanguagelearning.Ithasaspecificpurpose,appropriatecontent,aspecificworkingstepsandaseriesofresults.Thisdefinitionisproposedfromthelanguagelearningperspective.
AsfarasNunan[5:
8]isconcerned,thecommunicativetaskisaclassassignmentwhichincludesstudents’understanding,operating,producingorinteractinginthetargetlanguage.Duringthatprocess,learners’attentionismainlyconcentratedonmeaningratherthanform.
Willis[6:
23]believesthattasksareactivitiesinwhichthetargetlanguageisusedbythestudentsforacommunicativeaimsoastoachievearesult.Thisdefinitionisputforwardfromanobjectiveperspective.
Therearestillcommonpointsamongthesedefinitionseventhoughdifferentexpertspresentthedefinitionoftaskfromdifferentperspectives.First,ataskshouldbedesignedandfinishedbasedonthestudents’currentlanguagelevel.Second,ataskshouldbeaclassroomactivitywhichhastheaimofenablingstudentstothinkandmakingthemusetargetlanguagetocommunicateandobtainaresult.Inaddition,ataskshouldbedesignedtostimulatethelearninginterestsofstudents,makethemlearnhowtocooperatewithothersandtakeanactivepartintheclassroomactivities
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