任务型教学法在初中英语教学中的应用

论文摘要

任务型教学体现了“以学生为主体、以任务为中心和以活动为方式”的思想,有助于学生的自主学习,有助于提高学生运用语言进行交际的实际能力,有助于增强学生学习的兴趣和信心,是素质教育在英语教学中的具体体现。教育部颁布的国家《英语课程标准》指出基础教育阶段英语课程的任务是:激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神;使学生掌握一定的英语基础知识和听、说、读、写技能,形成一定的综合语言运用能力;强调课程从学生的学习兴趣,生活经验和认知水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。本文将从任务型教学在初中英语教学中使用的现状进行理论和实践的探索,研究了国外有关任务型教学的理论,结合我国初中英语教学现状和特点,以及新课标的要求,在新教材下对初中英语任务型教学进行一些有益的探索,以达到研究的目的,同时也为提高初中英语教学质量做一定意义的探索。得出如下结论:在任务型教学中,学生思维活跃,勇于发表自己的见解,课堂参与的积极性高,合作意识强。

论文目录

• 摘要
• Abstracts
• Acknowledgements
• Chapter One. Introduction
• 1.1 The Background of the Present Research
• 1.2 Significance of the Present Research
• 1.3. Organization of the chapters
• Chapter Two. Literature Review
• 2.1 The brief introduction of Task-based Language Teaching
• 2.1.1 Definition of task
• 2.1.2 Definition of Task-based Language Teaching
• 2.2 Theoretical underpinnings of Task-based Language Teaching
• 2.2.1 The Input Hypothesis
• 2.2.2 Interaction Hypothesis
• 2.2.3 Language Acquisition Research
• 2.2.4 Constructivist model of the teaching and learning theory
• 2.2.5 A Cognitive Perspective
• 2.2.6 Humanism
• 2.2.7 Zone of Proximal Development
• Chapter Three. Previous views about Task-based Language Teaching
• 3.1 Principles of Task-based Language Teaching
• 3.2 The Framework of Presenting Tasks in the English Classroom
• 3.3 Task components
• 3.4 Types of task
• 3.5 Main Features of Task-based language Teaching
• 3.6 Aims of Task-based Teaching and Learning
• 3.7 Syllabus of Task-based language teaching
• 3.7.1 Merits of the task-based syllabus
• 3.7.2 Drawbacks of the task-based syllabus
• 3.8 Other Factors affecting the implementation of task-based teaching
• 3.8.1 The roles of Teachers and Students
• 3.8.2 The Principles of Task Designing in Task-based language Teaching
• 3.8.3 Steps in Designing a Task-Based Program
• 3.8.4 The Traditional Teaching-Five-Step Teaching
• 3.8.5 The problems in the Traditional Teaching
• 3.8.6 The evaluation of Task-Based Language Teaching
• 3.9 Summary
• Chapter Four. Research Methodology and Data Analysis
• 4.1 Aims of experiment
• 4.2 Research questions
• 4.3 Research design
• 4.3.1 Subjects
• 4.3.2 Procedures of the Experiment
• 4.3.3 Pre-test result
• 4.3.4 Post-test result
• 4.3.5 Questionnaire result after the experiment
• 4.4 Discussion
• Chapter Five. Conclusion
• 5.1 Major findings
• 5.2 Suggestions for future research
• 5.3 Limitations of the research
• 5.4 Implications for future research
• References
• Appendix I
• Appendix II
• Test paper