《The Application of Task-based Approach in Senior Middle School任务式教学在高中英语教学中的应用.doc》由会员分享，可在线阅读，更多相关《The Application of Task-based Approach in Senior Middle School任务式教学在高中英语教学中的应用.doc（18页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、The Application of Task-based Approach in Senior Middle SchoolAbstract: Task-based approach has been widely adopted since 1980s, and it is also the approach recommended to be applied in senior middle schools by Chinas Ministry of Education. This thesis attempts to explore the necessity and implement
2、ation of Task-based approach in ELT in senior middle schools.To start with, this paper introduces the development of research on task-based approach in language teaching. It, then, outlines the definition of “task” and framework of task-based approach in language teaching. After that, the paper desc
3、ribes the principles of using TBLT in a language class, which consists of principles for material design and principles for task design. Following this, this paper explores the roles of a teacher and students in a language class dominated by TBLT. It elaborates the advantages of using TBLT in Englis
4、h teaching.Next, a large space of the thesis is also devoted to discussing the application of task-based approach in senior middle schools. According to the principles and models in task-based approach, the author suggests 6 steps in English teaching. That is, pre-task, task, planning, report, analy
5、sis, practice. In the pre-task, the knowledge about language should be prepared as well as the contents of the task. During task, the teacher supervises and urges learners to finish the task. Then, students prepare a short oral or written report to tell the class, and then the teacher makes an analy
6、sis. After that, learners practice and consolidate the language, which have appeared in the task. In order to demonstrate how to apply TBLT in the practical teaching, the author takes “Computers Concern you” (College English Book 2, Lesson 12）as an example. In task-based approach, learners motivatio
7、n and interest are stimulated, and the cognitive ability is developed. All this will be the real wealth for their further development.Key words: English teaching in senior middle schools; task-based approach; necessity; practice任务式教学在高中英语教学中的应用摘要: 任务型教学是二十世纪八十年代以来外语教学研究的重要课题，国家教育部在新的英语课程标准中明确提倡实施任务型
8、的教学途径。在前人的基础上，本文探讨了任务型教学在我国高中英语教学中实施的必要性和具体应用。首先，论文介绍了任务型教学方法在语言教学中的研究和发展。接着，它明确了任务的定义和任务型教学方法在语言教学中的框架。然后，论文又描述了任务型教学法在语言课堂中的原则，包括题材的设计和任务的设计。紧接着，这篇论文探究了教师和学生在以任务型教学方式主导的语言课堂中的角色。它详细地说明了任务型教学方法在英语语言教学中的优势。继而，论文还着力探讨了任务型教学在我国高中英语教学中具体的实施方法。根据Skehan提出的任务型教学的原则和实施模式，在我国高中英语教学中实施任务型教学的课堂教学可以分为六个步骤:任务前、
9、任务中、计划、报告、分析和实践。任务前要在语言知识方面和任务内容方面做准备。任务中教师要督促任务的进程。接着，学生给班上同学做口头的或者书面的任务报告，老师作出评价。最后，学生对本单元的语言内容进行操练。为了展示任务型教学法如何在语言教学中的实际运用，作者用了电脑与你相关（大学英语第二册，第十二课）的例子来阐述。任务型教学使学生在学习中激发起良好的学习动机和兴趣，发展认知力，使学生的学习和人格都能够“可持续发展”。关键词: 高中英语教学；任务型教学；必要性；应用ContentsAbstract摘要IntroductionChaper 1. The Framework of the task-b
10、ased language teaching1.1 Definition of “Task”1.2 The Goals of the task-based language teachingChapter 2. Principles of Task-based Approach2.1 Three principles for materials designers2.2 Principles of task designingChaper 3. Roles of the teacher and students in TBLT3.1Teachers roles3.2 Students role
11、sChaper 4. The application of TBLT in English teaching in high middle school in China4.1 The six steps4.2 How to apply TBLT in the practical teachingChaper 5. The Advantages of TBLT in English teachingConclusionBibliographyAcknowledgementsIntroductionThe history of language teaching in the last one
12、hundred years has been characterized by a search for more effective ways of teaching second or foreign language. The commonest solution to the “language teaching problem” was seen to lie in the adoption of a new teaching approach or method. (Richards &Rodgers, 2001:244). In the early part of the twe
13、ntieth century, the Direct Method was enthusiastically embraced as an improvement over Grammar Translation. In practice it stood for the following principle: Concrete vocabulary was taught through demonstration, objects, and pictures. In the 1950s, some linguists and language teaching experts, such
14、as Leonard Bloomfield at Yale, Charles Fries developed a new language teaching methodology-the Audio-lingual Method. It believes that foreign language learning is basically a process of mechanical habit formation. Up to the 1970s, due to the influence of sociolinguistic theory of communicative compe
15、tence (Hymes, 1972) and the need to develop economy in Europe, the Communicative Language Teaching emerged in Western Europe, then all over the world. In the history of ELT in China, after the adoption of CLT, great changes have taken places in the late 1990s. A large number of English language teac
16、hers have attached great importance to cultivating learners comprehensive abilities of language use. Nevertheless, in teaching practice theyve avoided using L1, paying little or no attention to grammar. Worse still, many traditional but valuable teaching methods have all been abandoned. So, somewhat
17、 disappointedly, this innovation does not seem to bring about a significant improvement in Chinese students communicative competence. Recently, the idea of task-based learning and teaching has drawn researchers attention in EFL teaching. The emphasis on the task-based learning and teaching is reflec
18、ted in some current research (Crookes and Gass, 1993a, 1993b; Skehan and Foster, 1997; Long, 1985; and Johnson, 1996). There is no doubt that the late 1990s is known in applied linguistics as “The Age of the Task” (Johnson, 2001: 194).Many linguists, including M. Canale (1980), Krashen (1982), Long
19、(1983), Prabhu (1987), D. Nunan (1989), Jane Willis (1996), P. Skehan (1996), R.Ellis (1999) etc, have carried out a series of in-depth theoretical or empirical studies on TBLT. They are unanimous in the importance of using tasks in classroom, and their viewpoint has exerted great influence on pedag
20、ogy, syllabus design and the method of language acquisition study. At present, the practical implementation of task-based teaching and learning has already had many attempted applications, for example immersion programs in China which focus on social, cultural, and everyday learning. Task-based appr
21、oaches are also used in modern language teaching programs in Europe (Canlin and Edelhoff 1982; Carter and Thomas 1986); learning for specific purposes (Waters and Hutchinson 1985); and for EFL / ESL in the United States (Long 1985; Long and Crookes 1989), India (Prabhu 1987a), and Austialia (Nunan 1
22、988, 1989). Rutherford (1987) has suggested a Task-based approach which allows consciousness-raising in relation to grammar, and Willis (1987) outlines a lexically-based syllabus stemming from the COBUILD dictionary. Essentially what these Task-based approaches have in common is that they give the o
23、pportunity for joint decision-making in the interactive process of learning (Foley, 1991:70-1).Chapter 1. The Framework of the task-based language teaching1. Definition of “Task”The meaning of “Task” has been given in various ways. Long (1985: 89) defines “task” as this: a piece of work undertaken f
24、or oneself or for others, freely or for some reward. In other words, by “task” it is meant hundreds of things people do in everyday life, at work, at play, and in between. Nunan (1989: 10) defines “task” as: a piece of classroom work which involves learners in comprehending, producing or interacting
25、 in the target language while their attention is principally focused on meaning rather than form. Willis, J. (1996: 53) gives the meaning of “task” as: a goal-oriented activity in which learners use language to achieve a real outcome. Skehan (1998: 95) lists characteristics of “task” as: (1) meaning
26、 is primary; (2) there is some sort of relationship to comparable real-world activities; (3) task completion has some priority; (4) the assessment of tasks is in terms of outcome.2.The Goals of the task-based language teaching Task-based language teaching is an approach which offers students materia
27、l which they have to actively engage in order to achieve a goal or complete a task. Much like regular tasks that we perform everyday such as making the tea, writing an essay, talking to someone on the phone, TBLT seeks to develop students interlingua through providing a task and then using language
28、to solve it. In English teaching classrooms, the teachers concern for meaning-based activities and the researchers investigation of patterns of interaction suggest a task-based approach to foreign language instruction. Task-based instruction takes a fairly strong view of communicative language teach
29、ing. It is the task which drives the learners system forward by engaging acquisitional processes (Long & Crookes, 1993). It is the task which is the unit of syllabus design (Long & Crookes, 1991). A task-based approach sees the learning process as one of learning through doing; it is by primarily en
30、gaging in meaning that the learners system is encouraged to develop.Basically, there are three pedagogic goals for task-based approaches. The three goals are accuracy, complexity/restructuring and fluency (Skehan, 1994): Accuracy obviously concerns how well language is produced in relation to the ru
31、le system of the target language. Complexity concerns the elaboration or ambition of the language which is produced. The process which enables the learner to produce more complex language is restructuring. Fluency concerns the learners capacity to produce language in real time without undue pausing
32、or hesitation.In order to achieve the three goals in English teaching and learning classroom, many tasks would usually be done in a framework which was developed over a period of time and proved to be effective (Willis, 1996: 52). Learners begin by carrying out a communication task, using the langua
33、ge they have learnt from previous lessons or from other sources. They then talk or write about how they do the task and compare findings. At some point they might listen to recordings of other people doing the same task, or read something related to the theme of the task, again relating this to thei
34、r own experience of doing the task. The framework can be summarized as (Willis, 1996: 53): PRE-TASKTASK CYCLELANGUAGE FOCUS. This task-based framework is useful in classroom language teaching. The communication task itself is central to the framework. Such a task may involve student production of la
35、nguage or may be linked to a spoken or written text. Task-based Learning offers an alternative for language teachers. In a task-based lesson, the teacher doesnt pre-determine what language will be studied, and the lesson is based around the completion of a central task. The language studied is deter
36、mined by what happens as the students complete it.Chapter 2. Principles of Task-based Approach2.1 Three principles for materials designersPrinciple one: Language is a meaning system. Halliday (1973) emphasizes that learning a second language involves the acquisition of a new system for realizing fam
37、iliar meanings. In natural SLA circumstances, we want to understand what others mean, and then go on to seek or notice wordings that express those meanings. Language develops in response to the need to mean and to understand what others mean (Halliday, 1973; Willis & Willis, forthcoming). It follows
38、 that materials we offer learners should allow them to focus first on meanings in contexts and then go on to look at the wordings that realize the meanings. From this, we can argue that any pedagogical process which supports natural acquisitional processes should therefore lead from meanings to word
39、ings. This is a major principle behind a task-based approach to course design. In setting learners a task to achieve (e.g., a problem to solve), the emphasis is first on learners exchanging meanings to complete the task, using whatever language they can recall. Then they examine the language that fl
40、uent speakers or writers used to do the same task and focus on typical words, phrases and patterns (i.e., wordings) that occurred (Willis, 1996b, 1998a, 1999).The second principle is to get exposed to the target language in use. To acquire a new language system, learners need exposure to the kinds o
41、f language that they will need (Krashen, 1987). It follows, then, that whatever learners hear and read as part of their course needs to reflect, as far as is possible, the typical features of the language of the learners target discourse communities. For example, if learners need to understand spont
42、aneous informal interaction in English, they must be exposed to typical samples of spontaneous talk. If learners of business English need to be able to respond to letters of complaint, they need to have read and studied the language of typical responses to letters of complaint. If learners dont know
43、 why they are learning English, they need exposure to a broad and varied selection of materials that will encourage them to go on using their English and learning outside class on their own and to gain a solid foundation they can build on. In all cases, the choice of language data, both recordings o
44、f spoken language and written texts, is of vital pedagogical importance. Course designers should aim to choose a representative set of target text types from accessible real life sources-samples that reflect the typical language features of genres. This is a major principle behind corpus-based appro
45、aches to language syllabus design and data-driven learning.The third principle is to focus on language form. Although many people acquire a new language with no formal tuition, there is now some evidence that learners do better if, at some point, their attention is drawn to typical features of langu
46、age form (Skehan, 1994). This can be done in two ways: Through consciousness-raising exercises highlighting frequently used language items, to help learners perceive patterns (Long, 1988; Schmidt, 1990), and systematize what they know. By challenging learners to communicate in circumstances where ac
47、curacy matters (e.g. making a public presentation of their ideas or findings), they feel the need, at a prior planning stage, to organize their ideas clearly and to check that their lexical choices, their grammar and pronunciation are accurate. ( Labov, 1970.) The cycle of Task - Planning - Report,
48、which forms the central part of a TBL framework, caters to this (Willis, 1996a, 1998a).2.2 Principles of task designing The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are desig
49、ned to engage learners in the authentic, practical and functional use of language for meaningful purposes. Therefore, it should obey the following principles.enable learners to manipulate and practice specific features of language.allow learners to rehearse, in class, communicative skills they will need in the real worldactivate psychological/psycholinguistic processes of learningbe suitable for mixed ability groupsinv