摘要
在我国中学外语教学中,任务型教学备受关注。任务型语言教学旨在把语言教学过程真实化,使学生在有目的的交际活动中来学习和应用语言。任务型学习强调在“做中学”,通过学生参与活动、师生共同完成语言教学任务,使学生自然地习得语言,促进外语学习。
本论文的目的是为了验证任务型教学法在高中英语阅读课上是有效的,可以提高学生的阅读兴趣和能力,使学生的学习方式从被动学习向自主,合作,探究式学习转变。为了证实这个论点,笔者在自己所教的两个平行班级-兰州市第三中学高一年级的两个班开展了为期四个月的实验,一个班为实验班,另一个为对照班。在实验班采取任务型教学模式,在对照班采取的则是传统的教学模式,并在实验结束时对实验班的学生进行了问卷调查。
实验结果表明,与对照班的学生相比,实验班的学生在经过任务型阅读培训后,阅读理解能力提高较快,且强于对照班的学生。问卷调查结果也表明,任务型阅读教学的实施,减少了学生在英语阅读过程中对教师的依赖,在阅读课堂中,学生阅读更加主动而且对英语阅读的兴趣也更加浓厚,从而说明任务型教学方式在高中英语阅读课上的有效性。
本论文主要包括五章。
第一章介绍,阐述了本研究的背景、目的及意义。
第二章是文献综述,介绍以往阅读课所用的方法及其局限性,任务的定义,任务型教学方法的理论基础等。
第三章是本研究的实验设计,主要有两个部分,一是给实验班和控制班的同学进行了两次测试,分别为前测和后测;二是进行问卷调查,进一步了解任务型教学法对学生英语阅读水平的影响。
第四章为数据处理部分,利用SPSS数据分析软件对前后测试数据进行了平均分统计和配对样本检验,证明了实验班和对照班在实验后英语阅读水平有了差异,即实验班的阅读得分高于对照班。
第五章提出结论,指出任务型教学的优点及其存在的问题,并对今后继续开展这方面的研究提出建议。
Task-based language teaching (TBLT) has attracted attention of experts and English teachers in China. It 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. The essence of task-based learning is a process of "learning by doing", in which learners engage in naturalistic learning through experiencing and exploring language.
The purpose of this thesis is to prove that task-based teaching method is effective in English reading class in senior high school, and it can enhance the students' reading interest and ability, and change SEFC students' learning styles from passive reception to self-access, cooperation and exploration. In order to confirm the point, the author carried out an experiment in two classes in Senior Grade One in No.3 High School of Lanzhou, Gansu Province. One class is the experimental class; the other is the control class. Task-based teaching method was employed in the experimental class, and traditional teaching method was employed in the control class. The experiment lasted for four months. A questionnaire was made at the end of the experiment.
Based upon the analysis of the data, the students in the experimental class who take task-based reading training make more remarkable progress in English reading comprehension ability compared to the control class. The result of the questionnaire also proves that task-based language teaching in English reading class is feasible and effective, in which the students are less dependent on the teacher, in English reading class, the students are more active and gain more interest in English reading.
The whole paper is made up of five chapters.
The first chapter is an introduction, which states the background, purpose and significance of this study.
The second chapter is about literature review, with the models of reading process and their limitations, definitions of task, its rationales and so on.
The third chapter deals with the experimental design of this study. The experiment consists mainly of two parts. First, two tests were given to the subjects both from the EC and the CC. Second, a questionnaire survey was done to see whether the task-based approach was more effective or not than the traditional approach.
The fourth chapter is assigned to data processing. The statistic SPSS was used. The result verified that the students in the experimental class had a better reading level than the control class. The results offered persuasive evidence to the hypothesis.
The fifth chapter comes up with the conclusion about the advantages and limitations of TBLT, and also suggestions for further studies are given too.
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