任務(wù)型教學(xué)法在高中英語(yǔ)閱讀課堂的應(yīng)用英語(yǔ)論文

1、本科生畢業(yè)論文（設(shè)計(jì)）冊(cè) 學(xué)院 xxx學(xué)院 專業(yè) 英語(yǔ)教育 班級(jí) xxxx級(jí)英語(yǔ)教育x班學(xué)生 xxx 指導(dǎo)教師 xxx xxxx大學(xué)本科畢業(yè)論文（設(shè)計(jì)）任務(wù)書(shū)編 號(hào)： 論文（設(shè)計(jì)）題目： 任務(wù)型教學(xué)法在高中英語(yǔ)閱讀課堂的應(yīng)用 學(xué)院： xxx學(xué)院 專業(yè)： 英語(yǔ)教育 班級(jí)： xxxx級(jí)英語(yǔ)教育x班 學(xué)生姓名： xxx 學(xué)號(hào)： xxxxxxx 指導(dǎo)教師： xxx 職稱：xxx 1、 論文（設(shè)計(jì)）研究目標(biāo)及主要任務(wù)本論文的研究目標(biāo)是探討任務(wù)型教學(xué)法在高中英語(yǔ)閱讀教學(xué)中的應(yīng)用。其主要任務(wù)是通過(guò)分析任務(wù)型教學(xué)法的作用來(lái)指導(dǎo)中學(xué)英語(yǔ)閱讀教學(xué)。2、論文（設(shè)計(jì)）的主要內(nèi)容 本論文分為五章，第一章介紹了任務(wù)型教學(xué)

2、法實(shí)施的必要性，第二章介紹任務(wù)型教學(xué)法的研究背景及現(xiàn)狀，第三章介紹了現(xiàn)在高中英語(yǔ)閱讀教學(xué)存在的缺陷，第四章討論了任務(wù)型教學(xué)法在現(xiàn)在高中英語(yǔ)閱讀教學(xué)中的應(yīng)用，最后一章對(duì)整篇文章進(jìn)行了總結(jié)。3、論文（設(shè)計(jì)）的基礎(chǔ)條件及研究路線 本論文的基礎(chǔ)條件是不同的教育學(xué)家對(duì)任務(wù)型教學(xué)法的研究成果。 研究路線是對(duì)任務(wù)型教學(xué)法與傳統(tǒng)教學(xué)法進(jìn)行對(duì)比，總結(jié)出優(yōu)缺點(diǎn)并將其應(yīng)用在高中英語(yǔ)閱讀教學(xué)實(shí)踐中。4、主要參考文獻(xiàn)willis，j. a framework for task-based learningengland：longman1996.long, m. h. task, group and task-group

3、 interactionuniversity of hawaii working papers in efl, no.8 page l-26. l989.龔亞夫等：任務(wù)型語(yǔ)言教學(xué)，北京：人民教育出版社，2003.李婕：英語(yǔ)任務(wù)型教學(xué)法研究現(xiàn)狀綜述. 考試周刊，2011第21期，74-75頁(yè).5、計(jì)劃進(jìn)度階段起止日期1確定初步論文題目3月16日前2與導(dǎo)師見(jiàn)面，確定大致范圍，填開(kāi)題報(bào)告和任務(wù)書(shū)，導(dǎo)師簽字3月16日-3月23日3提交論文提綱3月23日-3月30日4交初稿和文獻(xiàn)綜述3月30日-4月20日5交終稿和評(píng)議書(shū)5月8日前指 導(dǎo) 教師： 年 月 日教研室主任： 年 月 注：一式三份，學(xué)院（系）、

4、指導(dǎo)教師、學(xué)生各一份xxxx大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）開(kāi)題報(bào)告書(shū) xxx 學(xué)院 英語(yǔ)教育 專業(yè) xxxx 屆學(xué)生姓名xxx論文（設(shè)計(jì)）題目任務(wù)型教學(xué)法在高中英語(yǔ)閱讀課堂的應(yīng)用指導(dǎo)教師xxx專業(yè)職稱xx所屬教研室英語(yǔ)高年級(jí)教研室研究方向教學(xué)法與語(yǔ)言學(xué)課題論證：通過(guò)與傳統(tǒng)教學(xué)法進(jìn)行對(duì)比論證任務(wù)型教學(xué)法的優(yōu)勢(shì)以及其在高中英語(yǔ)閱讀課堂的應(yīng)用。方案設(shè)計(jì)：第一章介紹了任務(wù)型教學(xué)法實(shí)施的必要性第二章介紹任務(wù)型教學(xué)法的研究背景及現(xiàn)狀第三章介紹了現(xiàn)在高中英語(yǔ)閱讀教學(xué)存在的缺陷第四章討論了任務(wù)型教學(xué)法在現(xiàn)在高中英語(yǔ)閱讀教學(xué)中的應(yīng)用第五章對(duì)整篇文章進(jìn)行了總結(jié)進(jìn)度計(jì)劃：3月16日前確定初步論文題目 3月23日前寫(xiě)開(kāi)題

5、報(bào)告、任務(wù)書(shū)3月30日前提交論文提綱4月20日前提交初稿和文獻(xiàn)綜述5月08日前交終稿和評(píng)議書(shū)指導(dǎo)教師意見(jiàn)： 指導(dǎo)教師簽名： 年 月 日教研室意見(jiàn)： 教研室主任簽名： 年 月 日xxxx大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）評(píng)議書(shū)姓 名xxxx學(xué)院xxxx學(xué)院專業(yè)英語(yǔ)教育年級(jí)（班）xxx級(jí)英語(yǔ)教育x班論 文 題 目任務(wù)型教學(xué)法在高中英語(yǔ)閱讀課堂的應(yīng)用完成時(shí)間xxxx/5/8論文內(nèi)容摘要閱讀能力是學(xué)生寫(xiě)作能力的基礎(chǔ)，也是為學(xué)生口語(yǔ)表達(dá)積累素材的基礎(chǔ)，英語(yǔ)課程標(biāo)準(zhǔn)就把閱讀能力作為英語(yǔ)教學(xué)的重要目標(biāo)之一。但在傳統(tǒng)的高中閱讀教學(xué)中，閱讀對(duì)于大多數(shù)學(xué)生而言仍然是一個(gè)薄弱環(huán)節(jié)，封閉而被動(dòng)的閱讀讓學(xué)生感到枯燥而無(wú)聊，不要

6、說(shuō)寫(xiě)作能力和表達(dá)能力的培養(yǎng)，就算是基本的閱讀能力培養(yǎng)都是問(wèn)題。究其原因，還是學(xué)生的主體性沒(méi)有得到發(fā)揮，學(xué)生在被動(dòng)中缺少學(xué)習(xí)的熱情，效果自然不好。隨著英語(yǔ)課程標(biāo)準(zhǔn)提出的任務(wù)型的活動(dòng)，現(xiàn)在越來(lái)越多的老師開(kāi)始熟悉并運(yùn)用任務(wù)型語(yǔ)言教學(xué)法（tblt）。任務(wù)型教學(xué)法以其情境真實(shí)、多元參與、激發(fā)興趣、因材施教而受到廣大英語(yǔ)教師和學(xué)習(xí)者的歡迎。在本文中，筆者就任務(wù)型教學(xué)法及其運(yùn)用作了詳細(xì)的介紹，并且將任務(wù)型教學(xué)法與傳統(tǒng)的高中英語(yǔ)閱讀教學(xué)進(jìn)行了比較，列舉了傳統(tǒng)模式的不足和造成這些不足的原因以及應(yīng)對(duì)策略，與此同時(shí)，介紹了任務(wù)型教學(xué)法在現(xiàn)在高中英語(yǔ)閱讀教學(xué)中的應(yīng)用及其優(yōu)越性。通過(guò)研究與對(duì)比，不難發(fā)現(xiàn)任務(wù)型教學(xué)法更加

7、有利于學(xué)生提高閱讀能力和養(yǎng)成良好的閱讀習(xí)慣。當(dāng)然，筆者同樣涉及到了任務(wù)型教學(xué)法在實(shí)際應(yīng)用中可能會(huì)遇到的問(wèn)題以及解決方法，希望能不斷地完善英語(yǔ)閱讀的教學(xué)。指導(dǎo)教師評(píng)語(yǔ) 年 月 日指 導(dǎo) 教 師職稱初評(píng)成績(jī)答辯小組姓名職稱教研室組長(zhǎng)成員答辯記錄： 記錄人簽字： 年 月 日答辯小組意見(jiàn)： 組長(zhǎng)簽字： 年 月 日學(xué)院意見(jiàn)： 評(píng)定成績(jī)： 簽章 年 月 日xxxx大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）文獻(xiàn)綜述literature review1.1 research background and current situationthe language teaching concept“task-based” wa

8、s first put forward by vygotsky. he mentioned and introduced this concept 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 goo

9、d effect on the learning of language and even can promote the study. he 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 la

10、nguage teaching reform project, in this project, he put forward the concept 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 communicat

11、ion not the form of language. in the beginning of 1980s, jane wills began 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 app

12、roach formed its pattern and system, and nowadays, it has been used in foreign 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 attent

13、ion to “task”. in modern chinese dictionary, task means prescribed work 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, differen

14、t scholars have different ideas.long(1985) states that task means an activity which is operated for oneself 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 wa

15、nt to design teaching tasks, they must know what happened in the students real daily life. however, longs research also has some shortcomings, for example, only when the learners make common mistakes about grammar in the process of completing the task, teachers will guide the learners attention to t

16、he form of the language, whats more, in the process of completing the task, learners usually use communicative strategy in order to avoid the complex language forms, as a result, we cannot guarantee the development of learners interlanguage system.from an educational perspective, richards (1986) thi

17、nks that: tasks are activities which develop in 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 t

18、hese descriptions, it is clear that the “task” in task-based language teaching has its own unique characteristics, and also reflects general characteristics of task-based language teaching. on the other hand, breen (1987) definite the “task” from a language learning perspective, that is to say, task

19、s are a series of teaching activities which 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

20、 and pedagogical tasks. he calls the tasks 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. n

21、unan was the first put forward the design 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

22、; (4) dealing with the problems in groups; (5) feedback: the students compare their plans with teachers.british linguist wills (1996) pointed out: learners get real results in the activities by using the languageit plays a good role on the cultivation of students cooperative consciousness, competiti

23、on consciousness and sense of collective 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 w

24、orld as reference and take the formation 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 th

25、ing do in 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 le

26、arners are all very active in the process all the time and the communication process between the participants also is a process of interaction.some language experts at home and abroad all give definition to task from different perspectives, and the author prefers the definition of richards: tasks ar

27、e activities which are developed in 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. from this point of vi

28、ew, the 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 theoreti

29、cal basis of task-based language teaching comes from many aspects, including psychology, sociolinguistics and the study of language acquisition and so on. one of the theoretical bases of task-based language teaching is the study of language acquisition, that is to say, we shoud understand the rules

30、according to 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 integra

31、ted use of the 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 constructivism in this thesis, the constructivism is the most important theory we need to pay attention to.

32、 as an important 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 t

33、he interaction 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-ce

34、ntered” and “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

35、experienced 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, natu

36、ral and communicative activities, and lead them 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 po

37、int 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

38、situation; 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, teachers should use m

39、ultimedia technology, the vivid teaching situations, such as the expression of text, 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

40、in their memory, 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. constructivism points

41、 out that in 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

42、 process 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.

43、 however, task-based language teaching emphasizes “l(fā)earning 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 l

44、anguage 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, teachers

45、 should design the learning materials 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 help

46、expressing their own views 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 hypothesis task-based language teaching is a process the language learne

47、rs completing the task. its rationality and feasibility firstly come from krashens 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 heard or read,

48、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 period of the developme

49、nt 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 effect on the development of language. krashen emphasizes that

50、 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 language input as much as po

51、ssible. 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 important and useful way to ma

52、ke 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 “modified interaction”. for example, the students get the information by changing their utter

53、ance. according to the theory mentioned above, foreign language class should have various activities with “modified interaction”, in other words, task. students do dialogue interaction in the process of completing the task, and then produce the language acquisition.1.3.2 principles(1) the principle

54、of interesttask-based language teaching cultivates students language ability by achieving the tasks, and the completion of the tasks must through activities, students as the subject, enthusiasm is excited, great cause come from the interest of task-based language teaching. in other words, the tasks

55、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 on the teaching of knowledge, and now take the

56、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 students language ability.(3) principles of operationstudents grasp the application of language