摘要
2001年教育部颁布的《英语课程标准(实验稿)》引入和倡导“任务型”语言教学途径(以下简称TBA)以来,这种教学模式(以下简称TBLT)在中国英语教师中得到了全面的介绍和提倡并受到欢迎。其目的是使学生通过运用语言完成任务的方式学习一门语言;把语言教学与学习者在今后日常生活中的语言应用结合起来;强调真实交际中的真实情景的意义学习。
随着交际教学法(CLT)和任务型教学(TBLT)的推广,大部分学生的英语口头表达能力有了很大的进步。但由于城市和农村地区贫穷的教学条件的非均衡发展,在城市盛行的任务型教学法不能完全适应农村初中中学生对英语口语能力的口语教学要求。因此,本研究试图探讨的问题,作为一种教学方法,TBLT是否适合农村中学英语的口语教学或者它在应用过程中是需要加以改进的教学方法。
作者对目前盛行的任务型教学法进行了分析,通过分析试图澄清方法的本质。在农村地区,农村中学的学生缺乏的真实的英语语境,他们对英语文化和英语语言了解不多。因此,任务型语言教学不能完全适应农村初中中学生对英语口语能力的口语教学要求。传统的任务型教学的研究的论著大部分是侧重于阅读和写作方面的,很少有涉及任务型教学在英语口语教学中的系统化的应用,尤其是在农村初中英语口语教学中的应用。本文主要是探讨将任务型教学应用到农村中学初中英语口语教学中,只要能设置好适合自己学生的任务型教学的具体的任务设计,细化的TBLT在农村中学也是可以实施的。本文采用的方法主要是实验研究法、比较研究法、文献研究法和调查研究法等,以实验研究法、问卷调查法和文献综述法为主。结果表明,细化的TBLT的方式能更有效地提高学生的英语口语能力。但该方法的有效性依赖于有创意的任务设计。细化的任务活动是有创意的任务设计的一种尝试。
The term Task-Based Language Teaching (hereinafter called TBLT) has been comprehensively introduced and advocated to and popularized among English teachers in China since the language teaching approach of Task-Based Approach (hereinafter called TBA) was issued by The New National Criterion for English Course in 2001.Its purpose is to make students learn a foreign language by using the language to finish tasks, emphasizing the meaning of the true scene in true communication.
With the popularization of the Communicative Language Teaching (CLT) and the Task-Based Language Teaching (TBLT), students' spoken English has been greatly improved. But because of the unbalanced development between urban and rural areas poor teaching conditions still impact the effect of foreign language classes in rural middle school. So the present study tries to probe into the problem whether the TBLT as a teaching method is suitable for rural middle schools or it's the process application of the method that needs to be improved.
By analyzing the current TBLT, the paper tries to clarify the essence of the method. In rural areas, the students in the rural middle schools are short of the real English situation, and they have little knowledge about English culture and abut English language. So the TBLT can't meet the need of junior middle school students' development of spoken English ability. Traditional studies in the TBLT are mostly focused on reading and writing; few studies have a systematic approach to the application of TBLT the Task-based Approach to oral English teaching, especially in rural junior middle schools. This paper tries to demonstrate the point that so long as the "task" can be well designed, TBLT is applicable in the English classes in rural middle schools. The result suggested that the "minimized task" method could more effectively improve students' spoken English ability. But the effectiveness of the method depends on the creative design of tasks. Minimizing task is only an attempt of this creative design.
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