利用任务型教学法提高高职学生阅读能力

论文摘要

阅读是我们获取和交换信息的主要途径。随着心理学和语言学的发展,对阅读的研究也越来越深入。选择一种最适合提高学生阅读能力的方法也已成为英语教学和研究的主要内容,但结果都往往很难另人满意。阅读是一种主动、积极、流畅的过程。它要求学生把自己的背景知识融入到阅读中进行互动,从而在阅读过程中充满想象力和智力,这样在教学中便能使学生知识共享,对所读材料做出响应。读者不应只满足于通过对文章的逐词阅读而获取表层信息这一目的。任务型教学法在某种程度上可以弥补传统教学法中某些不足。任务型教学法改变了以往以传授语法为主的教学法,因为语法教学往往很难提高学生的阅读能力。任务型教学法通过强调在做中学而为读者提供了一个自然的语言使用环境。阅读任务能激发学生的参与意识,为读者提供了与他人协作的良好机会。通过对高职学生利用任务型教学法以提高阅读能力为期一年的实验,我们可以充分证明任务型教学法优越于其他教学法。

论文目录

• Abstract
• 摘要
• ACKNOWLEDGEMENTS
• 1. Introduction
• 1.1 Problems in present reading teaching and the reason
• 1.1.1 The ineffectiveness of the traditional teaching models
• 1.1.2 Main factors of affecting reading comprehension
• 1.1.2.1 Reading interests
• 1.1.2.2 Characteristics of students
• 1.2 The necessity of research
• 1.3 Research questions
• 2.Approaches to Educational Psychology Relevant to the Present Research
• 2.1 Humanistic approaches
• 2.1.1 Erik Erickson
• 2.1.2 Abraham Maslow
• 2.1.3 Carl Rogers
• 2.2 Social interactionism
• 2.2.1 Lev Vygotsky
• 2.2.2 Reuven Feuerstein
• 3.Researches on Reading and Reading Comprehension
• 3.1 A brief introduction to the research of reading
• 3.1.1 Definition of reading
• 3.1.2 Models of Reading Processes
• 3.1.3 Reading Types
• 3.1.4 Reading strategies involved in reading comprehension
• 3.2 The reasons for applying task-based approach in reading class
• 3.2.1 Defining effective reading comprehension
• 3.2.2 The reasons for encouraging students to do reading tasks
• 4.ARationale forTask-based Approach
• 4.1 Introduction to the TBLT
• 4.1.1 The theoretical background of Task-based language teaching
• 4.1.1.1 John Dewey
• 4.1.1.2 Jane Willis
• 4.1.1.3 David Nunan
• 4.1.2 The Definitions and types of task
• 4.1.2.1 Definition of the task
• 4.1.2.2 Types of task
• 4.1.3 The features and principles of TBLT
• 4.1.3.1 The features of TBLT
• 4.1.3.2 The principles of TBLT
• 4.1.3.2.1 Three principles for materials designers
• 4.1.3.2.2 From principle to Practice
• 4.2 Implementing tasks to manipulate attentional focus
• 4.2.1 The pre-task phase
• 4.2.1.1 Reasons for using pre-task activities
• 4.2.1.2 Three types of pre-task activities
• 4.2.2 The during –task phase
• 4.2.2.1 Manipulation of attention
• 4.2.2.2 Three parts of the during-task phase
• 4.2.3 Post-task activities
• 4.3 The advantages of task-based approach in improving reading comprehension
• 5.The Application of Tasked-based approach in Reading Class
• 5.1 Select appropriate reading materials
• 5.2 Activate Prior knowledge
• 5.3 Building motivation
• 5.4 Task-based approaches used in communicative reading
• 5.4.1 Pre-reading tasks
• 5.4.2 While-reading tasks
• 5.4.3 Post-reading tasks
• 5.5 The experiment of task-based approach in reading class in vocational school
• 5.5.1 The design of the experiment
• 5.5.2 The result of the experiment and analysis
• 5.5.3 Discussion about the experiment
• 6.CONCLUSION AND IMPLICATION FOR FUTURE STUDY
• 6.1 Conclusions
• 6.2 Implication
• 6.3 Limitation
• REFERENCES