交际法与任务型教学法在中职英语听力教学中的应用研究

论文摘要

听力是交际活动的核心,是发展其他一切语言技能的基础。良好的英语听力是学好英语的前提和基础。传统英语教学过于注重语言知识的传授,忽视学生语言技能的训练和交际能力的培养。由于该负面影响中专英语听力教学一直没有受到足够的重视,严重影响中专英语教学的顺利进行。笔者通过自己在职业中学的教学实践以及对西安市几所职业中学听力教学情况的了解发现,听力教学大多仍处于传统模式且收效甚微。根据中国知识资源总库(CNKI)的资料显示,交际法和任务型教学法的实证研究大多集中在英语阅读和写作运用两个方面,而已有的听力教学研究主要集中在大学和普通中学方面,针对中等职业学校进行交际法与任务型教学法结合的听力教学实证研究几乎是空白。因此,对此进行研究是非常重要并且必要的。本篇论文基于交际法与任务型教学法,应用于英语听力教学实验,通过比较和分析不同班级测试的数据结果,该研究有助于提高英语听力教学水平和学生的听力水平,因而具有重要的意义。本文包括五个章节,第一章介绍了本研究的背景及其重要意义,包括了对中职学校英语听力教学现状及其主要问题的分析；第二章详述了交际法和任务型教学法的理论基础,包括了两者的趋同性和差异性；第三章全面展示了交际法与任务型教学法在中职英语听力教学中的实证研究,通过前测、后测和调查问卷进行了为期16周的教学实验,其中实验班使用新教学法,参照班使用传统教学法；第四章为实验研究结果及分析比较,该结果能够反映出应用交际法和任务型教学法进行英语听力教学能否有效提高学生的听力能力和学习兴趣；第五章为文章的结论,阐述了该研究的启示和局限性以及对将来研究的建议。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 The Background of the Study
• 1.2 The Problems of English Listening Teaching in Secondary Vocational School
• 1.2.1 The Problem of Teachers
• 1.2.2 The Problem of Students
• 1.2.3 The Problem of Textbook
• 1.2.4 The Problem of Teaching Approaches
• 1.3 The Purpose and Significance of the Present Study
• 1.4 The Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 An overview of Listening and Listening Teaching
• 2.1.1 Definition of Listening
• 2.1.2 Factors Influencing Listening Comprehension
• 2.1.3 A Review of Listening and Its Research
• 2.2 An Overview of Communicative and Task-based Teaching Approach
• 2.2.1 Development, Features and Principles of Communicative Teaching Approach
• 2.2.2 Development, Features and Principles of Task-based Teaching Approach
• 2.3 Relationships between Communicative Teaching Approach and Task-based Teaching Approach
• 2.3.1 Both Tasked-based Approach and Communicative Approach Obey Three Major Principles of Communicative Approach Theory
• 2.3.2 Group Activity is the Main Form of the Communicative Teaching Approach and Task-based Teaching Approach in the Classroom Teaching
• 2.3.3 Both Communicative Teaching Approach and Task-based Teaching Approach Advocate "student-centered" Teaching
• 2.3.4 Communicative Teaching Approach Emphasizes the Process,While Task-based Teaching Approach Focuses On the Purpose
• 2.3.5 In Communicative Approach Students Learn through Communication, but in Task-based Approach by Completing Task
• 2.3.6 The Differences between "Task" in Task-based Teaching Approach and "Practice" in Communicative Teaching Approach
• Chapter 3 Methodology
• 3.1 The Purposes of the Study
• 3.2 Subjects
• 3.3 Instruments and Their Designs
• 3.3.1 The Pre-test
• 3.3.2 The Post-test
• 3.3.3 The Questionnaire
• 3.4 Procedures of the Study
• 3.4.1 The Teaching Procedures in Experimental Class
• 3.4.2 The Teaching Procedures in Control Class
• 3.5 Data Collection
• Chapter 4 Results and Discussion
• 4.1 The Situation of the Subjects' Present Listening Competence before the Experiment
• 4.2 The Situation of the Subjects' Present Listening Competence 35 After the Experiment
• 4.3 Results of Questionnaire Survey on Subjects' Interests and Opinions on English listening before the experiment
• 4.4 Results of Questionnaire Survey on Subjects' Interests and Opinions on English Listening After the Experiment
• 4.5 Summary
• Chapter 5 Conclusion
• 5.1 Major Findings
• 5.2 Implications
• 5.3 Limitations
• 5.4 Suggestions for Future Research
• Bibliography
• Appendix
• 攻读学位期间的科研成果