新课标理念下的任务型英语听力教学
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摘要
随着全球经济一体化和科技的迅猛发展,英语作为国际语言在现代社会中发挥着越来越重要的作用。中国经济的迅猛发展以及成功地加入世界贸易组织呼唤越来越多的能运用英语进行交际地人才。因此,英语的重要性在中国已经引起广泛的关注。
然而,一系列调查表明,目前受应试教育和传统教育教学思想的影响,在普通中学不专门开设英语听力课,听力教学只是贯穿在英语课堂教学中,听力教学并不让人满意,还存在着一些问题。中学英语听力教学仍然沿用传统僵化的教学模式:教师解释生词,学生听录音,做书面练习,然后教师与学生核对答案。这种传统听力教学模式不是在教学听力,而是在测试学生听力,因此学生的听力水平并未得到有效提高。《新英语课程标准》明确提出,为了促进中学生语言综合运用英语的能力,中学课堂应采用任务型教学模式。本文从中学教学实际出发,将任务型教学模式应用于听力教学,通过“听前任务”,“听中任务”,“听后任务”三个环节,目的在于探讨初中英语任务型教学方式是否能有效激发学生的英语学习兴趣,提高学生综合语言运用能力,并帮助他们掌握并运用有效的听力技能完成相关的听力测试。本文希望通过实验教学发现中学听力教学存在的问题找出更加有效的教学方法,为新课程标准理念下的初中英语听力教学提供理论与实践参考。
试验结果表明任务型教学是进行英语听力教学的有效方式,作者希望本研究能为当前的中学英语听力教学提供一些有益的启示,以促进中国英语教学的发展和提高。
本文共包括五章。第一章介绍了研究的背景和目的。第二章阐述了相关的文献以及理论基础。阐述任务和任务型教学的概念,国内外任务型教学和基于任务的英语教学应用于听力教学的国内外有关方面的现状研究。它们解释了基于任务的语言学习和应用,同时也为任务型教学方法提供了有力的理论支持;在《新英语课程标准》的理念指导下,这些理论为本实验提供理论基础。第三章首先对学习者英语学习兴趣和态度的问卷调查以及听力学习策略问卷调查,继而进行实验的研究,在实验教学中体现任务型听力教学实验改革的实施过程,并提供了任务型听力课堂教学范例。第四章:数据统计,并对实验数据进行分析和讨论。第五章是结语。
As a result of the world globalization, English, as an international language, plays a more and more important role in the modern society. The fact that China is now undergoing a rapid economic growth and its entry to the World Trade Organization calls for more and more talents who can communicate in English with people from other parts of the world. Therefore, people have reached a consensus in paying particular attention to English teaching nowadays in China.
However, a number of surveys show that very traditional ways of teaching listening classrooms in middle schools in China are easy to find. In traditional classes,English listening is conducted in a quite fixed mode: explaining new words,listening to the tape,doing written exercises,and then checking of answers. This type of traditional English listening class is not teaching listening but testing listening, as a result, students cannot achieve sufficient skill development. New English Curriculum Standard obviously advocates the application of task-based language teaching (or task-based learning) in Chinese middle schools in order to develop students’comprehensive competence in using the language. Bearing this in mind, the present study tries to explore the listening comprehension instruction in middle schools in China in a process of three stages: pre-listening,while-listening and post-listening. The purpose of the study is to find out whether the implementation of TBLT in listening classes is an effective way to improve students’English level,stimulate their interest in learning English,and help them to acquire a certain number of listening strategies.
It is suggested that is a very good practice in teaching listening in task-based language teaching (TBLT), and hopefully, the positive results of this study will be able to solve some of the existing problems in English listening teaching even though there is still a long way to go. The thesis consists of five chapters. The first chapter introduce the background and purpose of this study. Literature review and theoretical basis of the study, including the definition of TBLT, the study at home and abroad, are presented in Chapter Two. Chapter Three mainly deals with the survey and experimental teaching. The related data and analysis can be seen in Chapter Four. Chapter Five serves as the conclusion.
然而,一系列调查表明,目前受应试教育和传统教育教学思想的影响,在普通中学不专门开设英语听力课,听力教学只是贯穿在英语课堂教学中,听力教学并不让人满意,还存在着一些问题。中学英语听力教学仍然沿用传统僵化的教学模式:教师解释生词,学生听录音,做书面练习,然后教师与学生核对答案。这种传统听力教学模式不是在教学听力,而是在测试学生听力,因此学生的听力水平并未得到有效提高。《新英语课程标准》明确提出,为了促进中学生语言综合运用英语的能力,中学课堂应采用任务型教学模式。本文从中学教学实际出发,将任务型教学模式应用于听力教学,通过“听前任务”,“听中任务”,“听后任务”三个环节,目的在于探讨初中英语任务型教学方式是否能有效激发学生的英语学习兴趣,提高学生综合语言运用能力,并帮助他们掌握并运用有效的听力技能完成相关的听力测试。本文希望通过实验教学发现中学听力教学存在的问题找出更加有效的教学方法,为新课程标准理念下的初中英语听力教学提供理论与实践参考。
试验结果表明任务型教学是进行英语听力教学的有效方式,作者希望本研究能为当前的中学英语听力教学提供一些有益的启示,以促进中国英语教学的发展和提高。
本文共包括五章。第一章介绍了研究的背景和目的。第二章阐述了相关的文献以及理论基础。阐述任务和任务型教学的概念,国内外任务型教学和基于任务的英语教学应用于听力教学的国内外有关方面的现状研究。它们解释了基于任务的语言学习和应用,同时也为任务型教学方法提供了有力的理论支持;在《新英语课程标准》的理念指导下,这些理论为本实验提供理论基础。第三章首先对学习者英语学习兴趣和态度的问卷调查以及听力学习策略问卷调查,继而进行实验的研究,在实验教学中体现任务型听力教学实验改革的实施过程,并提供了任务型听力课堂教学范例。第四章:数据统计,并对实验数据进行分析和讨论。第五章是结语。
As a result of the world globalization, English, as an international language, plays a more and more important role in the modern society. The fact that China is now undergoing a rapid economic growth and its entry to the World Trade Organization calls for more and more talents who can communicate in English with people from other parts of the world. Therefore, people have reached a consensus in paying particular attention to English teaching nowadays in China.
However, a number of surveys show that very traditional ways of teaching listening classrooms in middle schools in China are easy to find. In traditional classes,English listening is conducted in a quite fixed mode: explaining new words,listening to the tape,doing written exercises,and then checking of answers. This type of traditional English listening class is not teaching listening but testing listening, as a result, students cannot achieve sufficient skill development. New English Curriculum Standard obviously advocates the application of task-based language teaching (or task-based learning) in Chinese middle schools in order to develop students’comprehensive competence in using the language. Bearing this in mind, the present study tries to explore the listening comprehension instruction in middle schools in China in a process of three stages: pre-listening,while-listening and post-listening. The purpose of the study is to find out whether the implementation of TBLT in listening classes is an effective way to improve students’English level,stimulate their interest in learning English,and help them to acquire a certain number of listening strategies.
It is suggested that is a very good practice in teaching listening in task-based language teaching (TBLT), and hopefully, the positive results of this study will be able to solve some of the existing problems in English listening teaching even though there is still a long way to go. The thesis consists of five chapters. The first chapter introduce the background and purpose of this study. Literature review and theoretical basis of the study, including the definition of TBLT, the study at home and abroad, are presented in Chapter Two. Chapter Three mainly deals with the survey and experimental teaching. The related data and analysis can be seen in Chapter Four. Chapter Five serves as the conclusion.
引文
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[4] Brown,G,A. Anderson. R. Shilcock & G Yule, Teaching talk: Strategies for Production and assessment. .[M] Cambridge: Cambridge University Press,1984.
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[11] John Field, Skills and Strategies: towards a New Methodology for Listening, [J] ELT Journal Volume ,1998: 52/2
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[25] Richards,J. & Schmidt,R..The role of consciousness in second language learning. Applied Linguistics , 2002: 11:129-132.
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[2] Breen,M. Learn contributions to task design. In Candlin and Mrphy(eds.),Language Learning tasks. Englewood. .[M] Cliffs,NJ: Prentice Hall. International, 1987.
[3] Breen,M. The evaluation cycle for language learning. In Johnsom,R.K.,editor,The second language curriculum. .[M] Cambridge: Cambridge University Press, 1989.
[4] Brown,G,A. Anderson. R. Shilcock & G Yule, Teaching talk: Strategies for Production and assessment. .[M] Cambridge: Cambridge University Press,1984.
[5] Candlin,C. and Murphy .D. Language learning tasks. Englewood .[M]Cliffs,NJ: Prentice Hall.
[6] Crookes,G and Gass,S, Task and Language learning: Integrating theory and practice. .[M] Clevedon: Multilingual Matters,1993a.
[7] Crookes,G and Gass,S Task in a pedagogical context: Integrating theory and practice. [M]Clevedon: Multilingual Matters ,1993b.
[8] Ellis,R The study of second language acquisition. .[M]Oxford: Oxford University Press,1994 .
[9] Ellis,R,.Task-based researeh and language pedagogy. Language Teaching Research ,2000: 413:193-200.
[10] Guo Yanming. “Confuius” Main Teaching Methods and Their Applicability to China’s Education Today [D].Beijing:Beijing Foreign Studies University,1992.
[11] John Field, Skills and Strategies: towards a New Methodology for Listening, [J] ELT Journal Volume ,1998: 52/2
[12] Kumaravaadivelu,B,The name of the task and the task of naming: Methodological Aspects of task-based pedagogy. In G Crookes and S. Gass (eds.):tasks in a pedagogical context: Integrating theory and practice (69-96).Bristol: London Press, 1993.
[13] Leoontie, A., psychology and the language learning process.[M]Oxford: Pergamon, 1981.
[14] Littlewood, W Communicative Language Teaching. [M]Cambridge: Cambridge University Press,1981.
[15] Long,M.H, Native speaker/non-native speaker conversation in the second language classroom. In Clarke,M. and Handscombe,J. editors,On TESOL82,Pacific perspectives on language and teaching. Washington,DC:TESOL,1983.
[16] Long,M.H. A role for instruction in second language acquisition: task-based languagetraining. In Hyltenstam,K. & Piememann,M.(eds).Modeling and assessing second language acquisition .[M]Clevedon: A multilingual matters,1985.
[17] Long,M.H. & Crookes. G., Three approaches to task-based syllabus design. TESL Quarterly, Vol.26.No.1 Spring,1993.
[18] Lantolf, J, Second language acquisitions theory building: Letting all the flowers bloom! Language Leaning,1996: 46,13-49 . ---editor, Socio-cultural theory and second Language leaning. Oxford University Press,2000a.
[19] MC Dough Jo & MC Dough Steven. Research methods for English language teachers. [M] Beijing: Foreign Language Teaching and Research Press and Edward Arnold Limited,1997.
[20] Nunan , D, Designing tasks for communicative classroom. Cambridge: Cambridge University Press, 1989.
[21] Nunan,D. Communicative tasks and the language curriculum. TESOL Quarterly,1991: 25(2),279-295.
[22] Nunan,D., Task-based syllabus design: Sellecting,grading and sequencing task. In Crookes,G & Gass,S.(eds.). Tasks in a pedagogical context: Integrating theory and practice. Clevedon: Multilingual Matters,1993.
[23] Prabhu,N.S. Second Language pedagogy: A prespective. [M]Oxford: Oxford University Press,1987.
[24] Richard,J.C., Platt, J. & Weber, H. Longman dictionary of language teaching and applied linguistics.[M]Beijing: Foreign language Teaching and Research Press,2000.
[25] Richards,J. & Schmidt,R..The role of consciousness in second language learning. Applied Linguistics , 2002: 11:129-132.
[26] Samuda,V., Guiding relationships between form and meaning during task Performance: the role of the teacher. In M. Bygate et al.,editors. Language Teaching Research, 2000: 4(3) .193-220.
[27] Scrivener, J., Learning teaching: A guidebook for English language teachers. [M] Shanghai: Shanghai Foreign language Education Press, 2000.
[28] Sheerin. S., listening comprehension: Teaching or testing? [J]English Language Teaching Journal , 1987: 41(2).
[29] Skehan P., “Second Language Acquisition Strategies,Interlanguage Development and Task-Based learning”,in Grammar and the Language “Teacher: Bygate M.,Tonkyn A & Williams E(eds),Prentice Hall, Hemel Hempstead,pp.1994: 175-199.
[30] Skehan , P., A framework for implementation of task-based instruction. AppliedLinguistic,1996: 17(1):38-62.
[31] Skehan,P., Second Language acquisition research and task-based instruction in J. Willis and D. Willis. Challenge and change in language teaching [M]Shanghai: Shanghai Foreign language Education Press,1996.
[32]Skehan,p. Task-based instruction. Annual Review of Applied Linguistics, 1998a:18:268-286.
[33] Skehan,P. A cognitive approach to language learning. [M]Oxford: Oxford University Press, 1998b.
[34] Shehan,P., Communicative task-based and content-based language instruction,Robert B. Kaplan (ed.),The Oxford handbook of applied linguistics:207-228. [M] Oxford:Oxford University Press, 2002 .
[35] Skehan, P. and Foster, P., Tasks type and task processing condition as influences on foreign language performance. Language Teaching Research , 19971: (3):185-211,
[36] Skehan,P. and M,Swain(eds.), Research pedagogical tasks. [M] Essex: Pearson Education Limited.
[37] Underwood,M., Have you heard? [M]Oxford: Oxford University Press, 1979 .
[38] Ur,P., Discussion that work [M]Cambridge: Cambridge University Press 1984.
[39] Ur,P., A course in Language teaching: Practice and theory. [M] Cambridge: Cambridge University Press, 1996.
[40] Ur,P., Teaching listening comprehension. [M] Cambridge: Cambridge University Press, 2000.
[41] Vandergift, Facilitating Second Language Listening Comprehension: Acquiring Successful Strategies [J] ELT Journal, 1999: 53/3
[42] Vygotsky L.S., Thought and language. [M]Cambridge,Mass: Harvard University Press, 1986.
[43] Vygotsky L.S., Mind in society: The development of higher Psychological Processes. [M] Cambridge,Mass: Harvard University Press, 1978.
[44] White,G., Listening. [M] Oxford: Oxford University Press, 1998.
[45] Willis,J. and Willis,D., Challenge and change in language teaching. [M]Shanghai: Shanghai Foreign Language Education Press, 2002 .
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