任务型教学下准备在语言行为中的影响

论文摘要

任务型教学中的一个重要而紧迫的问题主是如何使学生在完成任务的过程中语言交际能力和语言知识得到平衡发展。一些研究表明任务前准备能减轻认知压力，对语言输出造成影响，然而我们需要进一步探索任务前准备的实质及其作用。 本实验调查了高中一年级学生在两种时间条件下完成六项任务所表现出来的语言的准确度，复杂度和流利度。这六项任务分别属于三种任务型，即情景对话，信息差任务和做决定任务。在控制组中学生无准备时间，在实验组中学生5分钟准备后在规定时间表内完成同样任务。 实验结果显示：语言的流利度和准确度在准备条件下有明显提高。语言的复杂度提高不明显，部分是由于某种原因是受试的目的语水平较低以及他们对任务要求的理解造成的，即他们认为完成任务不需要量复杂语言。不同类型的任务对语言运用产生不同的影响，任务前期准备更适宜认知要求复杂的做决定任务。此外，通过访谈了解了受试不同的准备方式和所采取的准备策略。 最后，笔者讨论了这项实验对任务型教学的现实意义。首先应根据任务的目标，任务的难度和学习者的水平采取不同的准备方式。再次，应设计不同难度的任务形成任务链达到语言的平衡发展。

论文目录

• Abstract
• 中文摘要
• Abbreviations
• Chapter One Introduction
• 1.1 Tasked Learning in China
• 1.2 Planning and for the Present Basis
• 1.3 Objectives for the Present Research
• Chapter Two Theoretical bases
• 2.1 Limited Capacity
• 2.2 Consciousness Raising and Noticing
• 2.3 Central Output
• 2.4 Learner Output
• 2.5 summary of the Theories
• Chapter Three Literature Review
• 3.1 Definitions of the Task
• 3.2 Principles of the Task-based Instruction
• 3.3 Task Differences
• 3.3.1 Pica et al's framework for choosing tasks
• 3.3.2 Robinson's issues of task type and task complexity
• 3.3.3 Brown's three dimensions for analyzing tasks
• 3.4 Tash-based learning
• 3.4.1 Willis' framework for task-based learning
• 3.4.2 Nunan's sequence for introducing tasks
• 3.4.3 Skehan's model of task-based approach
• 3.5 Planned Output in Task-based Learning
• 3.5.1 Ellis' research
• 3.5.2 Croodes' research
• 3.5.3 Foster and Skehan's research
• 3.5.4 Some other researches
• 3.5.5 Summary of research into planned performance
• 3.6 Summary of the Various Studied: Insight Gained for the Present Research
• Chapter Four Research Methodology
• 4.1 Problem Statement, Research Question and Hypotheses
• 4.2 Subjects
• 4.3 Experimental Design,Measure and tasks Exploited in the Present Study
• 4.3.1 Experimental design
• 4.3.2 Imterlanguage measure
• 4.3.3 Tasks exploited in the present study
• 4.4 Data Collection Procedure
• Chapter Five Data Analysis and Discussion
• 5.1 Result Analysis of Composite Planning Effects
• 5.2 Results of planning for Three Different Tasks
• 5.2.1 Results of planning for the situational-dialogue
• 5.2.2 Results of planning for the information-gap
• 5.2.3 Results of planning for the problem-solving
• 5.3 Task Differences and Performance
• 5.4 The Analyses of Interviews after the Tasks
• 5.5 Discussions
• Chapter Six.Conclusion
• 6.1 Summary of the Findings
• 6.2 Implications
• 6.3 Limitations
• Bibliography
• Appendices
• Acknowledgements