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1、重慶師范大學(xué)碩士學(xué)位論文任務(wù)型教學(xué)法在初中英語口語教學(xué)中的應(yīng)用及反思碩士研究生：學(xué)術(shù)3 組指導(dǎo)教師：學(xué)科專業(yè)：學(xué)科教學(xué)（英語）所在學(xué)院：外國語學(xué)院重慶師范大學(xué)二 0 一四年十月outlineabstractchapter one introductionchapter two literature review2.1 uptake of elt curriculum innovation2.2 communicative approach2.3 task-based language teaching2.3.1 foreign study on task-based language teac

2、hing2.3.2 task-based chinese teachingchapter three introduction of task and task-based language teaching3.1 definition of task and task-based language teaching3.2 theoretical background of task-based language teaching3.2.1 constructivism3.2.3 second language acquisition3.2.4 input hypothesis3.3 the

3、importance of task-based language teachingchapter four the necessity of applying tblt to oral english teaching in middle school4.1 the current situation of oral english teaching in middle school4.2 the comparison between task-based language teaching and traditional teaching methods in middle school

4、spoken english teaching4.3 the necessity of applying task-based language teaching in oral classchapter five the application of tblt approach in middle oral english teaching5.1 task-based language teaching on oral english teaching5.2 framework of tblt to oral english teaching5.3 case study of tbltcha

5、pter six the reflection of tblt to oral english teaching in middle school6.1 advantages of tblt6.2 disadvantages of tbltchapter seven conclusionbibliographyacknowledgementsabstracttask-based language teaching (tblt), an extension of communicativeapproach (ca), mainly focuses on the principle of“ lea

6、rning by doing ” . during theprocess of fulfilling the specific tasks, learners can learn the knowledge and skills with target language and learn english in real situations through participation, communication and cooperation. it is also an approach that is recommended to be applied in english teach

7、ing in new curriculum standard made by the ministry of education. what this thesis focuses on is the application of tblt to oral english teaching in middle school. this thesis, using literature analysis and practice analysis methods, shows that tblt is an efficient and advanced approach to improve s

8、tudents communicative competence. however, the reflection is necessary because of its drawbacks.key words: tblt; oral english teaching; middle school; application ； reflection1. introductiontblt : an approach based on the use of tasks as the core unit of planning and instruction in language teaching

9、.under the pressure of examinations, the english teaching usually focuses on grammar rather than communication .in order to change it, tblt is much necessary.this paper is mainly about the application and reflection of tblt to oral english teaching in junior middle school.11. the theoretical basis f

10、or tbltconstructivism ：definition: constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas.constructivism claims that knowledge should be constructed through interaction and cooperation and emphasize

11、s particularly learning by social interaction and cooperation.second language acquisition ：definition: it refers to a systematic study of how one person acquires a second language subsequent to his native language.the model : apperceived input<comprehendedinput<intake<integration<output.

12、input hypothesis ：definition: learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level.i+1the learner improves and progresses when he/she receives second language input that is one step beyond his/her current sta

13、ge of linguistic competence111. the necessity of applying tblt to oral english teaching inmiddle schooloral english teaching in middle school112. w oral english level of middle school teacher.113. student's psychological escape of oral english3.1. ocial ignorance of oral english teaching.the com

14、parison of task-based language teaching and traditionalteaching methods ：the traditional oral english teaching1 .english teacher ignores the aim of oral english2 .traditional teaching methods appear inflexible and rigidtask based language teaching3 . the aim of oral english teaching is clearly.4 . s

15、tudent oriented teaching methodsiv. the application of tblt approach in middle oral englishteaching1. tblt on oral english teaching2. framework of tblt to oral english teaching3. case study of tbltframework of tblt to oral english teachingwillis (1996) and ellis (2003) both proposed a three-phase fr

16、amework of tblt. that can be used to design activies of oral english teaching.pre-task ： 1.introduction to the task topic by the teacher.2. necessary input and preparation for the taskwhile-task: 1.tasking 2. planning 3. reportingpost-task: 1. analysis2.practicecase study of tblt( “what did you do o

17、n your vocation? ” )pre-task:1 .teacher introducts the task topicmy vocation2 .teacher gives students a dialogue between the boy and his chinese friend who talk about their vocation, and then picks up some relevant words, phrases and cultural background about vocation for students to get ready for t

18、he task.while-task:1 .learners will be asked to complete the following task: what did you do on your vocation?2 .learners of each group get ready for how to report their finished task.3 .reportingpost-task:1 .learners analyze other group s performance in this task.2 .learners can practice the task a

19、gain after the task analysis in order to enhance the influence of learning.v. the reflection of tblt to oral english teaching in middle schooladvantages of tblt1. not only helps students learn english, but also helps students learn to use the language in a real world.2. improve spoken english profic

20、iency effectively.3. after implementing tblt, learners linguistic and communicative competence and thinking ability etc. are developed very well.4. tblt can also help students learn to think about a question, learn to make a decision and deal with an emergency.5. tblt involves the collaboration betw

21、een teacher and learners, and among learners.6. tblt can greatly improve the integrated ability of a student.disadvantages of tblt1. lack of convincible foundation or criterion.2. tblt can ttell the inner relationship between certain activities and learners current needs.3. learners will have many l

22、anguage obstacles when they carry on the task.4. students tend to neglect the language forms and they will heavily depend on the communicative strategy.5. tblt requires a high level of creativity and initiative on the part of the teacher.6. it is very difficult to ensure the systematization and sequ

23、ence of tasks7. the classroom is difficult to control.8. evaluation of tblt can be difficult.vi. conclusionteacher: a creator of language environme；nt an organizer of the task.student: more opportunities to speak out;confidence;creativity.tblt has exerted positive influence on oral english teaching

24、in middle school. andtblt will be continuing to exert fundamental influence on spoken english teaching and learning in china.bibliography1 doughty, c. & pica, t. 1986. ""information gap" tasks: do they facilitate second languageacquisition?" j. tesol quarterly , 20 (2): 305 2

25、5.2 dulay, h. m, burt and krashen, s. 1982. language two m. ny: oup.3 ellis, r. 2000a. task-based research and language pedagogy j. language teaching research, 4(3):193-220.4 ellis, r. 2009b. task-based language teaching: sorting out the misunderstanding j.international journal. of applied linguisti

26、cs , 19:221-46.5 ellis, r. 2013c. task-based language learning and teaching m. shanghai: shanghaiforeign language education press.6 ellis, r. 1997d. the study of second language acquisition m. oxford: oxford universitypress.7 fosnot, c. t. 1996. constructivism: theory, perspectives, and practice m.

27、new york: teachers college press.8 gass, s. m. & selinker, l. 1994. second language acquisition: an introductory course m. new jersey: lawrence erlbaum associates.9 harmer, j. 2001. the practice of english language teaching (3rd ed.) m. essex: pearson education.10 larsson, j. 2001. problem-based

28、 learning: a possible approach to language education?d. polonia institute, jagiellonian university.11 long, m. h. & norris, j. m. 1996. task-based language teaching and assessment m. london: routledge encyclopedia of language teaching.12 loschky, l. & bley-vroman, r. 1993. "grammar and

29、task-based methodology". in crookes, g. & gass, s. tasks and language learning: integrating theory and practice . philadelphia: multilingual matters.13 nunan, d. 2004. task-based language teaching m. cambridge :cambridge university press.14 pica, t.; kang, hyun-sook; sauro, s. 2006. "information gap tasks: their multiple roles and contributions to interaction research