摘要
长期以来,以传授语言知识为主的传统教学法一直占居主导地位。英语课堂上重视语言知识的掌握,而忽视英语作为一种交流的工具。学生学习英语便是为了消极应试,忽视培养学生运用英语进行交际的能力。这些现象严重背离新课标的要求,与素质教育的精神相去甚远。近年来,素质教育的要求急切呼唤着教学方法的改革,任务型教学模式作为一种新的教学理念和教学活动方式逐渐被我国英语教学工作者认识和接受。特别是在2001年新的《英语课程标准》颁布之后,任务型语言教学成为了新课标明确倡导的教学模式。一时间“任务”成为了英语教学界最热门的字眼,“任务型语言教学”在中小学如火如荼地开展起来。然而,由于对“任务型语言教学”的相关概念的理解存在偏差,有些任务型的课堂在实施的过程中存在着诸多的问题,因此国内出现了许多质疑任务型语言教学的声音。任务型语言教学的热潮也在悄悄降温。
为了进一步理解并弄清任务型语言教学的实质,本研究通过大量阅读国内外任务型语言教学的相关文献,从理论与实施两方面分别对任务型语言教学加以介绍。为了弄清任务型语言教学在高中课堂实施的情况如何,本研究采用个案研究的方法,深入高中英语课堂听课。通过对案例课的分析讨论,得出四个结论:第一,任务型语言教学可以成功地在中国的高中英语课堂实施;第二,实施任务型语言教学并不意味着要从“满堂灌”走向“满堂动”;第三,任务型语言教学没有固定的模式;第四,任务型语言教学中的“任务”可以是个很宽泛的概念。本研究同时针对案例课中存在的问题加以讨论并结合文献的阅读提出可操作的建议,供广大教师和研究人员参考。
The traditional English teaching method which mainly focuses on the impartation of language points has been in a dominant position for many years. In the traditional English class, the main purpose of teaching is to train students to get high marks in examinations while the development of communicative ability is always overlooked, which goes far against the spirit of New National Curriculum and qualified education. In recent years, it is eagerly required by qualified education to reform the teaching method. As a new teaching approach, Task-based Language Teaching (TBLT) is gradually recognized and accepted by English instructors in China. Especially after TBLT was recommended by“English Curriculum Standard”as an advanced approach in 2001,“task”has become a popular word in English teaching world and“Task-based Language Teaching”has been carried out in primary and middle schools all over China. However, because of the misunderstanding of TBLT, there are many problems while implementing task-based teaching in class. As a result, many people become suspicious of TBLT and TBLT is gradually becoming not as popular as before.
In order to reveal and clarify the nature of TBLT, this thesis paper introduces TBLT from both theoretical and implementary aspect by reading literatures on TBLT. This paper adopts the method of case study by attending English classes in senior high school. Four conclusions were drawn through the analysis and discussion of case classes: first, TBLT can be successfully implemented in English class in senior high school in China; second, it does not mean to transfer from the extreme of“teacher impartation”to the extreme of“over liveliness of the class”; third, there are no fixed procedures for TBLT; fourth,“task”in TBLT can be a wide concept. Finally this thesis proposes several suggestions aiming at problems existed in the two case classes for the reference of English teachers and researchers.
引文
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