任务型教学在大学英语口语教学中的调查与应用

论文摘要

任务型教学模式是二十世纪八十年代二语习得研究者和外语教学法研究者在语言习得,社会构建主义,人本主义心理学和体验式教育等理论基础上建立起来的教学模式。任务型教学模式遵循“做中学”的原则,通过一系列的语言学习活动,使用目标语去解决问题,达成一致意见,重组信息或产出具体结果,以便让学习者在完成任务过程中通过运用一系列认知和交际程序实现语言习得。在国外,对任务型教学的研究较多,在中国还处于开始阶段。近几年,国内研究者对理论研究较多。教学角度上讲,研究对象多是中小学生。研究内容与口语教学相结合的较少。本文介绍并探讨任务型教学的理论基础,与口语教学相关联的原则和特点。本文旨在探讨任务型教学应用于传统大学英语精读课来提高非英语专业大学生的口语水平。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 The Problem
• 1.1.1 The Importance of Oral English
• 1.1.2 The Problems of Spoken English of College Students in China
• 1.2 Research Question and Objective
• 1.3 Types of Research and Hypotheses
• Chapter 2 Literature Review
• 2.1 Theoretical Framework of TBA
• 2.1.1 Introduction
• 2.1.2 Language Acquisition
• 2.1.3 Hypothesis of Language Acquisition
• 2.1.4 Basic Theories
• 2.1.5 Cognitive Approach to Language Learning
• 2.2 Related Literature
• 2.2.1 Definition of Speaking
• 2.2.2 Development of Teaching Methods and Speaking
• 2.2.3 Communicative Competence
• 2.2.4 Definition of Task
• 2.2.5 Models of TBA
• 2.2.6 Principles and Characteristics of TBA
• 2.2.7 Teachers ’Role in TBA
• 2.2.8 Learners ’Role in TBA
• 2.2.9 Typical Types of Activities in TBA
• Chapter 3 Methodology and Research Design
• 3.1 Introduction
• 3.2 Theories of Questionnaire
• 3.3 Design of the Research
• 3.3.1 Hypotheses
• 3.3.2 Participants
• 3.3.3 Procedure
• 3.3.4 Statistical Instrument
• Chapter 4 Results
• 4.1 Introduction
• 4.2 Description of the Results
• 4.2.1 Results of the Questionnaire for Teachers
• 4.2.2 Results of the Oral Tests
• 4.3 Analysis of the Questionnaire for the Teachers
• 4.4 Analysis of Oral Tests
• 4.5 Analysis of the Pre and Post Questionnaires for Students
• Chapter 5 Discussion
• 5.1 Introduction
• 5.2 The Benefits of TBA Bring to Oral Teaching in the Intensive English Cla
• 5.3 The Problems of the Application of TBA in the Intensive English Class and Suggestions
• 5.3.1 Courses Design
• 5.3.2 Assessment of Oral English
• 5.3.3 Use of the Mother Tongue
• 5.3.4 The Diversity Among the Learners
• 5.4 The Suitable Tasks in Teaching Speaking in the Intensive Class
• Chapter 6 Conclusion
• 6.1 Summary
• 6.2 Validity and Reliability
• 6.3 Limitations of the Present Study and Further Research
• Appendix
• References
• Published Paper
• Acknowledgements