中学英语任务型教学中倦怠的成因及解决对策
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摘要
随着新英语课程标准的实施,任务型教学作为一种教学方法或理念便贯穿于中学英语教学之中。但由于任务型教学以“学生为主体、中心”的理念,对教师、学生以及任务型教学所需的客观条件提出了更高的要求,任务型教学实践中存在诸多实施的困难和问题。针对这些问题和困难,本文通过研究发现了学习倦怠的三大现象即学习情绪衰竭、乏人性化(学习行为失当)和学习低成就感。本文从任务设计、任务设计者和教学执行者三方面初步探讨了产生英语学习倦怠的原因,主要包括:任务型教学内在的对教师、学生、客观教学条件的高要求;任务型教学的主体(包括学生和教师)条件不具备;因任务型教学的设计不妥、任务型设计的方法、内容等不切实际诸因素导致了学生感到任务型学习中的学习压力大、负担重。在此基础上,本文提出了有一定参考价值的减少、缓解、消除学习倦怠的思路方法或对策,以便更好地将任务型教学贯彻于英语教学实践中。本文从教学实践出发,采取了问卷、访谈、文献综述、实证调查、数据分析等研究方法。最后,在上述研究与论述的基础上,本文得出了三点结论:(1)任务内容的选择、设计步骤、方法与学习倦怠有关;(2)任务的设计者(教师)的自身素质和专业水平与学习倦怠有关;(3)任务的执行者(学生)自身因素包括学习环境、学习风格、学习态度、学习基础、性别差异,以及客观的“环境和物质条件”等方面与学习倦怠存在着密切的关系。
With New English Curricula Standard being carried out, Task-based Approach (TBA), as a new idea or method of teaching, has been implemented in the English teaching practice in High Schools throughout China. However, due to the higher demands set on teaching staff, students and teaching facilities as a result of the motto of "student-centeredness" pursued by TBA, there have arisen a series of difficulties and problems in TBA. With regard to these difficulties and problems that have cropped up, a survey has been conducted from which we've found some serious burnout phenomena in TBA that can reflect three aspects: learning emotional exhaust, de-personality (inappropriateness of student's study behavior) and lack sense of accomplishment. This paper has tentatively and initially examined causal factors leading to the burnout phenomena in TBA from three perspectives of task-design, task-designers (teachers) and task-executors (students). The causes mainly includes: TBA's higher inherent demands upon teachers, students and relevant teaching facilities; failure to meet the objective and subjective requirements of TBA from the teacher and student's sides; improper task-designs and impractical task contents, all three of which have finally led to students' lack of confidence in their study and feelings of too much physical and psychological burden and pressure from their study. On the basis of these research findings, this paper undertakes to put forward a series of countermeasures against learning burnout with a view to furthering and bettering the implementation of TBA in High School English teaching, by means of questionnaire, interviews, dialogues, literature review, positivistic examination and data analyzing.
The studies outlined above have led to the following three conclusions: (1) The choice of task-contents, task-design steps and task-implementing methods in TBA contribute significantly to ELB; and (2) The professional qualities and task-designers' knowledge structures have a close relationship with learning burnout in TBA; and (3) Some of task executors' qualities, such as environments, styles, attitudes, basis of knowledge, sexual differences and material conditions, etc.
With New English Curricula Standard being carried out, Task-based Approach (TBA), as a new idea or method of teaching, has been implemented in the English teaching practice in High Schools throughout China. However, due to the higher demands set on teaching staff, students and teaching facilities as a result of the motto of "student-centeredness" pursued by TBA, there have arisen a series of difficulties and problems in TBA. With regard to these difficulties and problems that have cropped up, a survey has been conducted from which we've found some serious burnout phenomena in TBA that can reflect three aspects: learning emotional exhaust, de-personality (inappropriateness of student's study behavior) and lack sense of accomplishment. This paper has tentatively and initially examined causal factors leading to the burnout phenomena in TBA from three perspectives of task-design, task-designers (teachers) and task-executors (students). The causes mainly includes: TBA's higher inherent demands upon teachers, students and relevant teaching facilities; failure to meet the objective and subjective requirements of TBA from the teacher and student's sides; improper task-designs and impractical task contents, all three of which have finally led to students' lack of confidence in their study and feelings of too much physical and psychological burden and pressure from their study. On the basis of these research findings, this paper undertakes to put forward a series of countermeasures against learning burnout with a view to furthering and bettering the implementation of TBA in High School English teaching, by means of questionnaire, interviews, dialogues, literature review, positivistic examination and data analyzing.
The studies outlined above have led to the following three conclusions: (1) The choice of task-contents, task-design steps and task-implementing methods in TBA contribute significantly to ELB; and (2) The professional qualities and task-designers' knowledge structures have a close relationship with learning burnout in TBA; and (3) Some of task executors' qualities, such as environments, styles, attitudes, basis of knowledge, sexual differences and material conditions, etc.
引文
Amold, Jane. Seeing Through Listening Comprehension Exam Anxiety. TESOL Quarterly. Vol. 34, No. 4: 777-786. London: CILT.
Bachman, L. & Palmer, 1996. Language Testing in Practice. Oxford: OUR
Bailey, K. M. 1983. Competitiveness and Anxiety in Adult Second Language Learning: Looking at and through the Diary Studies. In H. W. Seliger and M. H. Long (eds.) Classroom-oriented Research in Second Language Acquisition.
Breen, M. 1984. Process Syllabuses for the Language Classroom. In C.J. Brumfit (ed. General English Syllabus Design. ELTDOCS 118. Oxford: Pergamon
Brown, H. D. 2002. Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press
Bygate, M. 2001. Effects of Task Repetition on the Structure and Control of Oral Language. In M Bygate, P. Skehan & M. Swain, eds. Researching Pedagogic. Essex: Pearson Education Limited
Carroll, J.B. 1993. Human Cognitive Anilines. New York: Cambridge.
Cedoline, A. J. 1982. Job burnout in Public Education. New York, Teacher's College, Columbia University
Cherniss, Carry. 1980. Professional Burnout in Human Service Organizations. New York: Praeger Publishers.
Crookall, D., Oxford, 1991. Dealing with Anxiety: Some Practical Activities for Language Learners and Teacher Trainees. Language Anxiety: From Theory and Research to Classroom Implications. Ed. Elaine K. Horwitz & Dolly. Young, Englewood Cliffs, NJ: Prentice Hall, 169-176.
Crookes, G. V. 1986.Task Classification: A Cross-disciplinary Review. Technical Report No. 4 Honolulu, Center for Second Language Research, Social Science Research Institute, University of Hawai'i at Manoa
Dornyei, Z. 2001. Teaching and Researching Motivation. England: Pearson Education Limited.
Eliason, Patricia. 2002. Difficulties with Cross-Cultural Learning-Styles Assessment. In Brown, H. D ed. Teaching by Principles: an Interactive Approach to language pedagogy Beijing: Foreign Language Teaching and Research Press.
Estaire, S & Zanon, J ed.1998. Planning Class Work-a Task-based Approach. Macmillan Published Limited
Gardner, R. C.1985. Social Psychology and Second LanguageLearning: The Role of Attitudes and Motivation. London: Edward Arnold
Good, T L. & Brophy, J. E. 1994. Looking in Classroom. New York: Collies
Hembree, R. 1988. Correlates, Causes, Effects, and Treatment of Test Anxiety. Review of Educational Research. 58: 47-77
Horwitz, E. K. 1986. Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale. Journal Quarterly. 20:559-562.
Kinsella, Kate. 2002. Understanding and Empowering Diverse Learners in the ESL Classroom. In Brown. H. D. eds. Teaching by Principles: an Interactive Approach to language a pedagogy (C).Beijing: Foreign Language Teaching and Research Press.
Littlewood. 2002. Task-based Language Teaching: What's the Old and what's the New? Paper presented at BNU Centenary International Conference on English Teacher Education and Development, 8: 26-28.
Long, M,. 1985. Input and Second Language Acquisition Theory. In S. Gass and C. Madden. Input and Second Language Acquisition. Eds. Rowley, Mass: Newbury House.
MacIntyre, P. D. 1999. Language anxiety: A review of the research for language. London: CLLT
Maslach,C.and Leiter,M.P.1997.The Truth about Burnout.San Francisco,CA:Jossey-Bass Publishers.
Maslach,C.& Jackson,S.E.(1981),the Measurement of Experienced Burnout,Journal of Occupational Behavior,2:99-113
Maslach,C.,Jackson,S.E.& Leiter,M.P.(1996),Maslach Burnout Inventory Manual,Consulting Psychologists Press,Inc.Palo Alto,CA.
Nunan,D.1989.Designing Tasks for the Communicative Classroom.New York:Cambridge University Press.10
Nunan,David.2001.Task-based Language Teaching with Go for it.Beijing:Foreign Language Teaching and Research Press
O'Malley,et al.1985.Learning Strategy Applications with Students of English as a Second Language.TESOL Quarterly,19.3:557-583.
Osborne,J.W.2001.Testing stereotype threat:does anxiety explain race and sex differences in achievement? Contemporary Educational Psychology.26.3:291-309.
Oxford,Rebecca L.2002.Gender Differences in Language Learning Styles:What Do They Mean? In Brown.H.D.Ed.Teaching by Principles:an Interactive Approach to language pedagogy.Beijing:Foreign Language Teaching and Research Press.
Pappamihiel,N.E.2002.English as a Second Language Students and English Language Anxiety:Tssues in the Mainstream Classroom.Research in the Teaching of English,36,327-355
Pines et al.1980.Meier et al,1985 Meiser & Schmeck(1984).The construct validity of burnout.Journal of Occupational Psychology,57:211-219
Price,M.L.1991.The subjective experience of foreign language anxiety Interviews with high-anxious students.In E.K.Horwitz & D.J.Young(Eds.),Language Anxiety:from theory and research to Classroom implications.Englewood Cliffs,NJ:Prentice Hall
Reid.J.M.2002.Learning Styles in the ESL/EFL Classroom.Beijing:Foreign Language Teaching and Research Press
Sakharov,M.& Farber,B.A.1983.A Critical Study of Burnout in Teachers,in:B.A.Farber.Eds.Stress and Burnout in Human Service Professions.New York,Pergamon Press
Shavelson,R.& P.Stem.1981.Research on teachers' pedagogical thoughts,judgments,decisions and behavior.Review of Educational Research.51:4.
Skehan,R 1998.A Cognitive Approach to Language Learning.Oxford:Oxford University Press.
Stipek,Deborah.J.Motivation to Learn.Pretice-Hall.Inc,1988
Willis,J.1996.A Framework for Task-based Learning.Britain:Longman.
Williams,M.& R.Burden.1997.Psychology for Language Teachers:a Social Constructivist Approach.Cambridge University.Press
Williams,M.& Burden,R.L.1997.Psychology for Language Teachers.Cambridge:Cambridge University Press.
Willis,J.1996.A Framework for Task-BasedLearning.Edinburgh Gate Essex:Addison Wesley Longman
Young,D.J.1991.Creating a Low-anxiety Classroom Environment:What does Language Anxiety Research Suggest? The Modern Language Journal,75:426-437
Young,D.J.1992.Language Anxiety from the Foreign Language Specialist's Perspective:Interviews with Krashen,Omaggio Hadley,Terrell,and Rardin.Foreign Language Annals,25,157-172.
龚亚夫,罗少茜,2003,《任务型语言教学》。北京:人民教育出版社。
教育部,2002,《全日制义务教育普通高级中学英语课程标准》。北京,人民教育出版社。
宋晓颖,1992,五专转学生情绪稳定、社会支持对学习倦怠之影响.彰化师范大学辅导研究所硕士论文。
王力非,2000,《现代外语教学论》。上海:上海教育出版社。
王蔷主编,2004,《普通高中课程标准实验教科书》(高中英语)。北京:北京师范大学出版社。
杨惠贞,1998,影响资管学生学习倦怠及计算机学习成效因素之研究。国立中央大学博士论文。
叶澜,2001,《教师角色与教师发展新探》。北京:教育科学出版社。
张庆宗,2004,歧义容忍度对外语学习策略选择的影响,《外语教学与研究》(外国语文双月刊),(11):457-460。
张治遥,1989,大学生内外控信念、社会支持与学习倦怠的相关研究,台湾彰化师范大学辅导研究所硕士论文。
Bachman, L. & Palmer, 1996. Language Testing in Practice. Oxford: OUR
Bailey, K. M. 1983. Competitiveness and Anxiety in Adult Second Language Learning: Looking at and through the Diary Studies. In H. W. Seliger and M. H. Long (eds.) Classroom-oriented Research in Second Language Acquisition.
Breen, M. 1984. Process Syllabuses for the Language Classroom. In C.J. Brumfit (ed. General English Syllabus Design. ELTDOCS 118. Oxford: Pergamon
Brown, H. D. 2002. Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press
Bygate, M. 2001. Effects of Task Repetition on the Structure and Control of Oral Language. In M Bygate, P. Skehan & M. Swain, eds. Researching Pedagogic. Essex: Pearson Education Limited
Carroll, J.B. 1993. Human Cognitive Anilines. New York: Cambridge.
Cedoline, A. J. 1982. Job burnout in Public Education. New York, Teacher's College, Columbia University
Cherniss, Carry. 1980. Professional Burnout in Human Service Organizations. New York: Praeger Publishers.
Crookall, D., Oxford, 1991. Dealing with Anxiety: Some Practical Activities for Language Learners and Teacher Trainees. Language Anxiety: From Theory and Research to Classroom Implications. Ed. Elaine K. Horwitz & Dolly. Young, Englewood Cliffs, NJ: Prentice Hall, 169-176.
Crookes, G. V. 1986.Task Classification: A Cross-disciplinary Review. Technical Report No. 4 Honolulu, Center for Second Language Research, Social Science Research Institute, University of Hawai'i at Manoa
Dornyei, Z. 2001. Teaching and Researching Motivation. England: Pearson Education Limited.
Eliason, Patricia. 2002. Difficulties with Cross-Cultural Learning-Styles Assessment. In Brown, H. D ed. Teaching by Principles: an Interactive Approach to language pedagogy Beijing: Foreign Language Teaching and Research Press.
Estaire, S & Zanon, J ed.1998. Planning Class Work-a Task-based Approach. Macmillan Published Limited
Gardner, R. C.1985. Social Psychology and Second LanguageLearning: The Role of Attitudes and Motivation. London: Edward Arnold
Good, T L. & Brophy, J. E. 1994. Looking in Classroom. New York: Collies
Hembree, R. 1988. Correlates, Causes, Effects, and Treatment of Test Anxiety. Review of Educational Research. 58: 47-77
Horwitz, E. K. 1986. Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale. Journal Quarterly. 20:559-562.
Kinsella, Kate. 2002. Understanding and Empowering Diverse Learners in the ESL Classroom. In Brown. H. D. eds. Teaching by Principles: an Interactive Approach to language a pedagogy (C).Beijing: Foreign Language Teaching and Research Press.
Littlewood. 2002. Task-based Language Teaching: What's the Old and what's the New? Paper presented at BNU Centenary International Conference on English Teacher Education and Development, 8: 26-28.
Long, M,. 1985. Input and Second Language Acquisition Theory. In S. Gass and C. Madden. Input and Second Language Acquisition. Eds. Rowley, Mass: Newbury House.
MacIntyre, P. D. 1999. Language anxiety: A review of the research for language. London: CLLT
Maslach,C.and Leiter,M.P.1997.The Truth about Burnout.San Francisco,CA:Jossey-Bass Publishers.
Maslach,C.& Jackson,S.E.(1981),the Measurement of Experienced Burnout,Journal of Occupational Behavior,2:99-113
Maslach,C.,Jackson,S.E.& Leiter,M.P.(1996),Maslach Burnout Inventory Manual,Consulting Psychologists Press,Inc.Palo Alto,CA.
Nunan,D.1989.Designing Tasks for the Communicative Classroom.New York:Cambridge University Press.10
Nunan,David.2001.Task-based Language Teaching with Go for it.Beijing:Foreign Language Teaching and Research Press
O'Malley,et al.1985.Learning Strategy Applications with Students of English as a Second Language.TESOL Quarterly,19.3:557-583.
Osborne,J.W.2001.Testing stereotype threat:does anxiety explain race and sex differences in achievement? Contemporary Educational Psychology.26.3:291-309.
Oxford,Rebecca L.2002.Gender Differences in Language Learning Styles:What Do They Mean? In Brown.H.D.Ed.Teaching by Principles:an Interactive Approach to language pedagogy.Beijing:Foreign Language Teaching and Research Press.
Pappamihiel,N.E.2002.English as a Second Language Students and English Language Anxiety:Tssues in the Mainstream Classroom.Research in the Teaching of English,36,327-355
Pines et al.1980.Meier et al,1985 Meiser & Schmeck(1984).The construct validity of burnout.Journal of Occupational Psychology,57:211-219
Price,M.L.1991.The subjective experience of foreign language anxiety Interviews with high-anxious students.In E.K.Horwitz & D.J.Young(Eds.),Language Anxiety:from theory and research to Classroom implications.Englewood Cliffs,NJ:Prentice Hall
Reid.J.M.2002.Learning Styles in the ESL/EFL Classroom.Beijing:Foreign Language Teaching and Research Press
Sakharov,M.& Farber,B.A.1983.A Critical Study of Burnout in Teachers,in:B.A.Farber.Eds.Stress and Burnout in Human Service Professions.New York,Pergamon Press
Shavelson,R.& P.Stem.1981.Research on teachers' pedagogical thoughts,judgments,decisions and behavior.Review of Educational Research.51:4.
Skehan,R 1998.A Cognitive Approach to Language Learning.Oxford:Oxford University Press.
Stipek,Deborah.J.Motivation to Learn.Pretice-Hall.Inc,1988
Willis,J.1996.A Framework for Task-based Learning.Britain:Longman.
Williams,M.& R.Burden.1997.Psychology for Language Teachers:a Social Constructivist Approach.Cambridge University.Press
Williams,M.& Burden,R.L.1997.Psychology for Language Teachers.Cambridge:Cambridge University Press.
Willis,J.1996.A Framework for Task-BasedLearning.Edinburgh Gate Essex:Addison Wesley Longman
Young,D.J.1991.Creating a Low-anxiety Classroom Environment:What does Language Anxiety Research Suggest? The Modern Language Journal,75:426-437
Young,D.J.1992.Language Anxiety from the Foreign Language Specialist's Perspective:Interviews with Krashen,Omaggio Hadley,Terrell,and Rardin.Foreign Language Annals,25,157-172.
龚亚夫,罗少茜,2003,《任务型语言教学》。北京:人民教育出版社。
教育部,2002,《全日制义务教育普通高级中学英语课程标准》。北京,人民教育出版社。
宋晓颖,1992,五专转学生情绪稳定、社会支持对学习倦怠之影响.彰化师范大学辅导研究所硕士论文。
王力非,2000,《现代外语教学论》。上海:上海教育出版社。
王蔷主编,2004,《普通高中课程标准实验教科书》(高中英语)。北京:北京师范大学出版社。
杨惠贞,1998,影响资管学生学习倦怠及计算机学习成效因素之研究。国立中央大学博士论文。
叶澜,2001,《教师角色与教师发展新探》。北京:教育科学出版社。
张庆宗,2004,歧义容忍度对外语学习策略选择的影响,《外语教学与研究》(外国语文双月刊),(11):457-460。
张治遥,1989,大学生内外控信念、社会支持与学习倦怠的相关研究,台湾彰化师范大学辅导研究所硕士论文。