任务教学法在大学英语口语教学中的应用
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摘要
任务教学法是20世纪80年代外语教学研究者经过大量研究和实践提出的一种具有重要影响、强调“做中学”的语言教学方法。任务型语言教学旨在把语言教学真实化,使学生在有目的的交际活动中来学习和应用语言。
目前,国内大部分任务型教学研究侧重于该教学模式在英语阅读和写作方面中的运用,却很少有涉及任务型教学在英语口语教学中的应用。因此,本文旨在探讨如何在大学英语口语教学中有效地应用任务教学法,提高学生的口语能力。本文采用的研究方法是文献综述法、实验法和问卷调查法。
全文共分为六章。第一章分析了我国大学英语口语教学的现状,提出了本文的研究问题及其意义。第二章回顾了传统教学法在英语口语教学中的应用,重点阐述了外语教学的一种新理念——任务教学法,本章还就国内外任务教学法的理论进行了综述。第三章介绍了任务教学法的重要理论基础——建构主义理论。该学习理论认为,知识建立在学生主动理解建构的基础上,教育者应为学生提供一定的外部条件,由学生从中主动建构知识。同时还提出了一个教学过程的建构主义模式,该模式的四个基本要素为:老师、学生、任务和情境,它们处于一种动态变化的过程。第四章简述了以建构主义理论为指导的任务型教学在口语课上的运用,提供了口语课堂教学范例。第五章阐述了建构主义理论指导下任务型口语教学改革实验的实施途径和过程,对学生的口语水平进行量化评价,并对实验结果进行了分析和讨论。第六章对全文进行总结。
实验班与对照班口语考试成绩的对比分析结合问卷调查结果的统计分折,表明建构主义理论指导下的任务型教学是一种以人为本的、有效的教学方法,能有效地提高学生的英语口语能力,激发学生学习口语的兴趣和调动他们的积极性,从而提高他们的英语综合能力。
The task-based approach (TBA), which is based upon a great deal of research done by foreign language teaching researchers, has been one of the most effective language teaching methods since the 1980s. The core of TBA is "learning by doing". TBA emphasizes the importance of organizing a course around communicative tasks that learners need to do outside the classroom, and facilities learners to do tasks required in language use.
In China, many current books and articles have been written on the adoption of TBA in the teaching of reading or writing, yet few of them have a systematic study of the application of TBA to oral English teaching. What this thesis focuses on is the application of the task-based approach to oral English teaching in Colleges. The research methods of this thesis include literature review, empirical research and questionnaire.
This thesis is composed of six chapters. Chapter One is an introduction to the present research and its significance, and discusses the general level of students' oral English competence in China, drawing attention to the distressing ineffectiveness of oral English teaching today. Chapter Two presents a literature review of the application of traditional teaching methods in oral English teaching, while laying emphasis on a new teaching approach, task-based approach. This chapter also investigates domestic and international research on the theory of TBA. Chapter Three is the theoretical background in which the theory of constructivism is introduced, which has been one of very popular teaching and learning theories in western countries. Also, we present a constructivist model, with four elements that we consider to be the key elements of a constructivist learning process, i.e., the teacher, the individual, the task and the learning context. These four elements influence each other and form a dynamic equilibrium. Chapter Four applies TBA based on constructivism to oral English lessons. A sample lesson plan is given here. Chapter Five includes a description of the experimental hypotheses, procedures, analyses and discussions related to the findings of the experiment. Chapter six draws conclusions based on the experiment.
The experiment on TBA under constructivism shows that this kind of teaching approach is effective in enhancing the students' oral English competence, arousing college students' interest and initiative in oral English learning, thus improving their comprehensive abilities in English learning.
目前,国内大部分任务型教学研究侧重于该教学模式在英语阅读和写作方面中的运用,却很少有涉及任务型教学在英语口语教学中的应用。因此,本文旨在探讨如何在大学英语口语教学中有效地应用任务教学法,提高学生的口语能力。本文采用的研究方法是文献综述法、实验法和问卷调查法。
全文共分为六章。第一章分析了我国大学英语口语教学的现状,提出了本文的研究问题及其意义。第二章回顾了传统教学法在英语口语教学中的应用,重点阐述了外语教学的一种新理念——任务教学法,本章还就国内外任务教学法的理论进行了综述。第三章介绍了任务教学法的重要理论基础——建构主义理论。该学习理论认为,知识建立在学生主动理解建构的基础上,教育者应为学生提供一定的外部条件,由学生从中主动建构知识。同时还提出了一个教学过程的建构主义模式,该模式的四个基本要素为:老师、学生、任务和情境,它们处于一种动态变化的过程。第四章简述了以建构主义理论为指导的任务型教学在口语课上的运用,提供了口语课堂教学范例。第五章阐述了建构主义理论指导下任务型口语教学改革实验的实施途径和过程,对学生的口语水平进行量化评价,并对实验结果进行了分析和讨论。第六章对全文进行总结。
实验班与对照班口语考试成绩的对比分析结合问卷调查结果的统计分折,表明建构主义理论指导下的任务型教学是一种以人为本的、有效的教学方法,能有效地提高学生的英语口语能力,激发学生学习口语的兴趣和调动他们的积极性,从而提高他们的英语综合能力。
The task-based approach (TBA), which is based upon a great deal of research done by foreign language teaching researchers, has been one of the most effective language teaching methods since the 1980s. The core of TBA is "learning by doing". TBA emphasizes the importance of organizing a course around communicative tasks that learners need to do outside the classroom, and facilities learners to do tasks required in language use.
In China, many current books and articles have been written on the adoption of TBA in the teaching of reading or writing, yet few of them have a systematic study of the application of TBA to oral English teaching. What this thesis focuses on is the application of the task-based approach to oral English teaching in Colleges. The research methods of this thesis include literature review, empirical research and questionnaire.
This thesis is composed of six chapters. Chapter One is an introduction to the present research and its significance, and discusses the general level of students' oral English competence in China, drawing attention to the distressing ineffectiveness of oral English teaching today. Chapter Two presents a literature review of the application of traditional teaching methods in oral English teaching, while laying emphasis on a new teaching approach, task-based approach. This chapter also investigates domestic and international research on the theory of TBA. Chapter Three is the theoretical background in which the theory of constructivism is introduced, which has been one of very popular teaching and learning theories in western countries. Also, we present a constructivist model, with four elements that we consider to be the key elements of a constructivist learning process, i.e., the teacher, the individual, the task and the learning context. These four elements influence each other and form a dynamic equilibrium. Chapter Four applies TBA based on constructivism to oral English lessons. A sample lesson plan is given here. Chapter Five includes a description of the experimental hypotheses, procedures, analyses and discussions related to the findings of the experiment. Chapter six draws conclusions based on the experiment.
The experiment on TBA under constructivism shows that this kind of teaching approach is effective in enhancing the students' oral English competence, arousing college students' interest and initiative in oral English learning, thus improving their comprehensive abilities in English learning.
引文
Berube, C. T. (2002). A study of the effects of constructivist based vs. traditional direct instruction on 8th grade science comprehension. Old Dominion University, Unpublished Doctorial Dissertation.
Breen, M. (1987). Student contributions to task design. In Candlin, C. and D. Murphy, (eds.). Learning Tasks. Englewood Cliffs, NJ: Prentice-Hall.
Brooks, G. J. and M. G. Brooks. (1993). The Case for Constructivist Classroom. Alexandria. VA: Association for Supervision and Curriculum Development.
Brophy, J. (ed.). (2002). Social Constructivist Teaching: Affordances and Constraints. Oxford: Elsevier Science Ltd.
Candlin, C. (1987). Towards task-based language learning in Candlin, C. and D. Murphy (eds.): Language Learning Tasks. Englewood Cliffs; N.J.: Prentice Hall.
Clark, H. H. and E. V. Clark. (1996). Psychology and Language: An Introduction to Psycholinguistics. New York: Harcourt Brace Jovanovich, Inc.
Crookes, G. and S. M. Gass. (1993). Tasks and Language Learning: Integrating Theory and Practice. Multilingual Matters Ltd.
Dewey, J. (1916). Democracy and Education. New York: Macmillan.
Experiencing English Project Team. 2007. Experiencing English Integrated Coursebook I. (2nd Edition). Beijing: Higher Education Publishing House.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R. (1997). The Study of Second Language Acquisition. (5th edition). London: Oxford University Press.
Ellis, R. (2003). Task-Based Language Teaching and Learning. Oxford: Oxford University Press.
Fillmore, L. W. (1982). Instructional language as linguistic input: Second language learning in classroom. In Willkinson, L. C. (ed.). Communicating in the Classroom. New York: Academic Press.
Fosnot, C. (1996). Constructivism: A psychological theory of learning. In Fosnot, C. (ed.). Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press.
Gibbons, J. (1985). An examination: Language learning, The Silent Period, 3, 255-267.
Harmer, J. (1998). How to Teach English. Addison Wesley Longman Limited.
Honeyfield, J. (1993). Responding to task difficulty. In Tickoo, M (ed.). Simplification: Theory and Practice. Singapore: RegionalLanguage Center.
Hudson, G. (2000). Essential Introductory Linguistics. Blackwell Publishers.
Hu, Sha. (2005). Application of constructivist theory to oral English teaching at tertiary level. Chongqing University: Published MA thesis.
Krashen, S. (1982). Principle and Practices in Second Language Acquisition. Oxford: Oxford University Press.
Lewis, T. (1991). Pisspote's Progress. Lichfield: Leomansley Press.
Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press.
Long, M. H. (1985). A Role for Instruction in Second Language Learning. Oxford: Pergamon Press.
Marlowe, B. A., and M. L Page. (1998). Creating and Sustaining the Constructivist Classroom. California: Crowin Press.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge University Press.
Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 2, 279-295.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
Ormrod, J. (1999). Human Learning. New Jersey: Prentice-Hall. Inc.
Oxford, R. L. (1990). Language Learning Strategies: What every teacher should know. Boston: Heinle&Heinle.
Oxford, R. L (1998). Anxiety and the language learner: New insights. In Affective Language Learning, Jane Arnold (ed.), Cambridge, U.K.: Cambridge University Press.
Oxford, R. L. (2001). The bleached bones of a story: Learners' constructions of language teachers. In Michael Breen (ed.). Learner Contributions to Language Learning: New Directions in Research. London: Longman.
Page, M. (1990). Active learning: Historical and contemporary perspectives. University of Massachusetts, Unpublished manuscript.
Piaget, J. (1952). The Origins of Intelligence in Children (M. Cook, Trans). New York: International University Press.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.
Prator, C. H., and M. Celce-Murcia. (1979). An outline of language teaching approaches. In Celce-Murcia, M. and L. McIntosh (eds.). Teaching English as a Second or Foreign Language. Newbury House.
Richards, J. C. and T. S. Rodgers. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Richards, J. C. and T. S. Rodgers. (2000). Approaches and Methods in LanguageTeaching. Beijing: Foreign Language Teaching and Research.
Richards, J. C. and T. S. Rodgers. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Rivers, W. M. (1964). The Psychologist and the Foreign Language Teacher. University of Chicago Press.
Scarcella, R. C. and L. O. Rebecca. (1992). The Tapestry of Language Learning: The individual in the communicative classroom. Boston: Heinie & Heinie.
Sharan, S. (1985). Cooperative learning effects on ethnic relations and achievement in Israeli junior high school classrooms. In Slavin, R (eds.). Learning to Cooperate, Cooperating to Learn. New York: Plenum Press.
Sharan, S. and Y. Sharan. (1992). Expanding Cooperative Learning Through Group Investigation. New York: Teachers College Press.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 1,17, 38-62.
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
Steffe, L P. (1995). Alternative epistemologies: An educator's perspective. In Steffe P. and J. Gale. Constructivism in Education. Hillsdale, NJ: Erlbaum.
Stern,H.H.(1992).Issues and Options in Language Teaching.Oxford:Oxford University Press.
Ur,P.(1996).A Course in Language Teaching:Practice and Theory.Cambridge University Press.
Vanichakorn,N.(2003).Constructivism as a foreign language secondary classrooms in Bangkok.Thailand.University of Northern Colorado.Unpublished Doctorial Dissertation.
Von Glasersfeld,E.(1995).A constructivist approach to teaching.In Steffe,P.and J.Gale.Constructivism in Education.Hillsdale,NJ:Erlbaum.
Vygotsky,L.(1978).Mind in Society:The Development of Higher Psychological Process.Cambridge,MA:Harvard University Press.
Widdowson,H.G.(1978).Teaching Language as Communication.Oxford:Oxford University Press.
Williams,M.and R.L.Burden.(1997).Psychology for Language Teachers.Cambridge:Cambridge University Press.
Williams,M.and R.L.Burden.(2000).Psychology for Language Teachers.Cambridge:Cambridge University Press.
Willis,J.(1996).A Framework for Task- Based Learning.London:Longman.
Willis,J.and D.Willis.(1996).Challenge and Change in Language Teaching.Oxford:Macmillan Publishers Limited.
Wu,Xuesong.(2005).A task-based approach to teaching oral English.Nanjing Normal University:Published MA Thesis.
Xue,Yuanyuan.(2004).Task-based approach and the improvement of oral proficiency in ESL.Liaoning Teachers University:Published MA Thesis.
程可拉,刘津开,2003,《中学英语任务型—教学理念与教学示例》。广州:华南理工大学出版社。
陈远祥,2001,建构主义学习理论是否适合外语教学,《外语界》第三期:19-22。
大学英语课程教学要求(试行),2007,教育部高等教育厅印发文件。
方文礼,2003,外语任务型教学纵横谈,《外语与外语教学》第九期:17-20。
顾晓乐、黄芙蓉、王松,2004,合作学习与情景剧表演,《国外外语教学》第二期:55-60。
刘润清、戴曼纯,2003,《中国高校外语教学改革》。北京:高等教育出版社。
鲁子问,2002,任务型教学的课堂教学程序探讨,《中小学外语教学》第二期:12-13。
潘清,2004,《广西梧州市高中英语任务型教学调查研究》。南宁:广西师范大学。
全国大学英语四、六级委员会,2000,《大学英语口语考试大纲及样题》。上海:上海外语教育出版社。
宋秀葵、华志全、刘海燕,2006,探索任务教学法在号业英语教学中的应用,《山东农业教育》第一期。
文秋芳,1999,《英语口语测试与教学》。上海:上海外语教育出版社。
文秋芳,2001,《应用语言学研究方法与论文写作》。北京:外语教学与研究出版社。
夏纪梅,1998,‘难题教学法'与‘任务教学法'的理论依据及其模式比较,《外语界》第四期:34-40。
夏纪梅,2003,《现代外语课程设计理论与实践》。上海:上海外语教育出版社。
《英语课程标准》,2003,中华人民共和国教育部。北京:北京大学出版社。
余泽标,2001,任务型教学研究现状,《重庆师专学报》第二期:54-58。
岳守国,2002,任务语言教学法:概要、理据及运用,《外语教学与研究》第五期:65-68。
Breen, M. (1987). Student contributions to task design. In Candlin, C. and D. Murphy, (eds.). Learning Tasks. Englewood Cliffs, NJ: Prentice-Hall.
Brooks, G. J. and M. G. Brooks. (1993). The Case for Constructivist Classroom. Alexandria. VA: Association for Supervision and Curriculum Development.
Brophy, J. (ed.). (2002). Social Constructivist Teaching: Affordances and Constraints. Oxford: Elsevier Science Ltd.
Candlin, C. (1987). Towards task-based language learning in Candlin, C. and D. Murphy (eds.): Language Learning Tasks. Englewood Cliffs; N.J.: Prentice Hall.
Clark, H. H. and E. V. Clark. (1996). Psychology and Language: An Introduction to Psycholinguistics. New York: Harcourt Brace Jovanovich, Inc.
Crookes, G. and S. M. Gass. (1993). Tasks and Language Learning: Integrating Theory and Practice. Multilingual Matters Ltd.
Dewey, J. (1916). Democracy and Education. New York: Macmillan.
Experiencing English Project Team. 2007. Experiencing English Integrated Coursebook I. (2nd Edition). Beijing: Higher Education Publishing House.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R. (1997). The Study of Second Language Acquisition. (5th edition). London: Oxford University Press.
Ellis, R. (2003). Task-Based Language Teaching and Learning. Oxford: Oxford University Press.
Fillmore, L. W. (1982). Instructional language as linguistic input: Second language learning in classroom. In Willkinson, L. C. (ed.). Communicating in the Classroom. New York: Academic Press.
Fosnot, C. (1996). Constructivism: A psychological theory of learning. In Fosnot, C. (ed.). Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press.
Gibbons, J. (1985). An examination: Language learning, The Silent Period, 3, 255-267.
Harmer, J. (1998). How to Teach English. Addison Wesley Longman Limited.
Honeyfield, J. (1993). Responding to task difficulty. In Tickoo, M (ed.). Simplification: Theory and Practice. Singapore: RegionalLanguage Center.
Hudson, G. (2000). Essential Introductory Linguistics. Blackwell Publishers.
Hu, Sha. (2005). Application of constructivist theory to oral English teaching at tertiary level. Chongqing University: Published MA thesis.
Krashen, S. (1982). Principle and Practices in Second Language Acquisition. Oxford: Oxford University Press.
Lewis, T. (1991). Pisspote's Progress. Lichfield: Leomansley Press.
Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press.
Long, M. H. (1985). A Role for Instruction in Second Language Learning. Oxford: Pergamon Press.
Marlowe, B. A., and M. L Page. (1998). Creating and Sustaining the Constructivist Classroom. California: Crowin Press.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge University Press.
Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 2, 279-295.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
Ormrod, J. (1999). Human Learning. New Jersey: Prentice-Hall. Inc.
Oxford, R. L. (1990). Language Learning Strategies: What every teacher should know. Boston: Heinle&Heinle.
Oxford, R. L (1998). Anxiety and the language learner: New insights. In Affective Language Learning, Jane Arnold (ed.), Cambridge, U.K.: Cambridge University Press.
Oxford, R. L. (2001). The bleached bones of a story: Learners' constructions of language teachers. In Michael Breen (ed.). Learner Contributions to Language Learning: New Directions in Research. London: Longman.
Page, M. (1990). Active learning: Historical and contemporary perspectives. University of Massachusetts, Unpublished manuscript.
Piaget, J. (1952). The Origins of Intelligence in Children (M. Cook, Trans). New York: International University Press.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.
Prator, C. H., and M. Celce-Murcia. (1979). An outline of language teaching approaches. In Celce-Murcia, M. and L. McIntosh (eds.). Teaching English as a Second or Foreign Language. Newbury House.
Richards, J. C. and T. S. Rodgers. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Richards, J. C. and T. S. Rodgers. (2000). Approaches and Methods in LanguageTeaching. Beijing: Foreign Language Teaching and Research.
Richards, J. C. and T. S. Rodgers. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Rivers, W. M. (1964). The Psychologist and the Foreign Language Teacher. University of Chicago Press.
Scarcella, R. C. and L. O. Rebecca. (1992). The Tapestry of Language Learning: The individual in the communicative classroom. Boston: Heinie & Heinie.
Sharan, S. (1985). Cooperative learning effects on ethnic relations and achievement in Israeli junior high school classrooms. In Slavin, R (eds.). Learning to Cooperate, Cooperating to Learn. New York: Plenum Press.
Sharan, S. and Y. Sharan. (1992). Expanding Cooperative Learning Through Group Investigation. New York: Teachers College Press.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 1,17, 38-62.
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
Steffe, L P. (1995). Alternative epistemologies: An educator's perspective. In Steffe P. and J. Gale. Constructivism in Education. Hillsdale, NJ: Erlbaum.
Stern,H.H.(1992).Issues and Options in Language Teaching.Oxford:Oxford University Press.
Ur,P.(1996).A Course in Language Teaching:Practice and Theory.Cambridge University Press.
Vanichakorn,N.(2003).Constructivism as a foreign language secondary classrooms in Bangkok.Thailand.University of Northern Colorado.Unpublished Doctorial Dissertation.
Von Glasersfeld,E.(1995).A constructivist approach to teaching.In Steffe,P.and J.Gale.Constructivism in Education.Hillsdale,NJ:Erlbaum.
Vygotsky,L.(1978).Mind in Society:The Development of Higher Psychological Process.Cambridge,MA:Harvard University Press.
Widdowson,H.G.(1978).Teaching Language as Communication.Oxford:Oxford University Press.
Williams,M.and R.L.Burden.(1997).Psychology for Language Teachers.Cambridge:Cambridge University Press.
Williams,M.and R.L.Burden.(2000).Psychology for Language Teachers.Cambridge:Cambridge University Press.
Willis,J.(1996).A Framework for Task- Based Learning.London:Longman.
Willis,J.and D.Willis.(1996).Challenge and Change in Language Teaching.Oxford:Macmillan Publishers Limited.
Wu,Xuesong.(2005).A task-based approach to teaching oral English.Nanjing Normal University:Published MA Thesis.
Xue,Yuanyuan.(2004).Task-based approach and the improvement of oral proficiency in ESL.Liaoning Teachers University:Published MA Thesis.
程可拉,刘津开,2003,《中学英语任务型—教学理念与教学示例》。广州:华南理工大学出版社。
陈远祥,2001,建构主义学习理论是否适合外语教学,《外语界》第三期:19-22。
大学英语课程教学要求(试行),2007,教育部高等教育厅印发文件。
方文礼,2003,外语任务型教学纵横谈,《外语与外语教学》第九期:17-20。
顾晓乐、黄芙蓉、王松,2004,合作学习与情景剧表演,《国外外语教学》第二期:55-60。
刘润清、戴曼纯,2003,《中国高校外语教学改革》。北京:高等教育出版社。
鲁子问,2002,任务型教学的课堂教学程序探讨,《中小学外语教学》第二期:12-13。
潘清,2004,《广西梧州市高中英语任务型教学调查研究》。南宁:广西师范大学。
全国大学英语四、六级委员会,2000,《大学英语口语考试大纲及样题》。上海:上海外语教育出版社。
宋秀葵、华志全、刘海燕,2006,探索任务教学法在号业英语教学中的应用,《山东农业教育》第一期。
文秋芳,1999,《英语口语测试与教学》。上海:上海外语教育出版社。
文秋芳,2001,《应用语言学研究方法与论文写作》。北京:外语教学与研究出版社。
夏纪梅,1998,‘难题教学法'与‘任务教学法'的理论依据及其模式比较,《外语界》第四期:34-40。
夏纪梅,2003,《现代外语课程设计理论与实践》。上海:上海外语教育出版社。
《英语课程标准》,2003,中华人民共和国教育部。北京:北京大学出版社。
余泽标,2001,任务型教学研究现状,《重庆师专学报》第二期:54-58。
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