任务型教学在基于计算机、网络的大学英语教学中的应用

论文摘要

随着基于计算机、网络的大学英语教学改革的深入开展,在计算机、网络技术与大学英语教学结合的过程中也出现了一些问题,如何充分利用计算机及网络为大学英语教学服务,提高广大学生的英语语言运用能力已经成为目前大学英语教改的一个新课题。本文以河北大学为例,对其大学英语教学改革的情况进行研究分析,从而提出将任务型教学运用于基于计算机、网络的大学英语教学的新模式,并在河北大学2006级部分学生中进行实验,用EXCEL和SPSS 16.0分析实验组和对照组学生前后测成绩、通过问卷调查和访谈等办法进行评估,结果表明任务型教学能够改善基于计算机、网络的大学英语教学,提高学生英语学习的综合能力。

论文目录

• 中文摘要
• ABSTRACT
• Chapter One Introduction
• 1.1 Background of the Study
• 1.2 Objectives of the Thesis
• 1.3 Organization of the Thesis
• Chapter Two Literature Review
• 2.1 Task-based Language Teaching （TBLT）
• 2.1.1 Tasks
• 2.1.1.1 Definition of Tasks
• 2.1.1.2 Types of Tasks
• 2.1.2 Task-based Language Teaching
• 2.1.2.1 Definition of TBLT
• 2.1.2.2 Features of TBLT
• 2.1.2.3 Principles of TBLT
• 2.1.2.4 Framework of TBLT
• 2.1.3 Theoretical Basis of TBLT
• 2.1.3.1 Second Language Acquisition
• 2.1.3.2 Social Constructivism
• 2.2 Computer and Web-based English Teaching （CWBCET）
• 2.2.1 Definition of CWBCET
• 2.2.2 Advantages of CWBCET
• 2.2.2.1. Individual-oriented Learning
• 2.2.2.2. Abundant Authentic Materials
• 2.2.2.3. Multimedia Technology
• 2.2.2.4. Sufficient Interaction
• 2.2.3 Present Situation of CWBCET in China
• Chapter Three Application of TBLT in CWBCET
• 3.1 Practices of Hebei University Teaching Reform
• 3.1.1 Teaching Reform in Hebei University
• 3.1.2 Teaching Model in Hebei University
• 3.2 Problems in CWBCET
• 3.2.1 Students Feel Incompatible with the Teaching Model
• 3.2.2 Teachers Make Hesitating Change of Their Roles
• 3.2.3 Limitation of the Website
• 3.3 Application of TBLT
• 3.3.1 Task Designing
• 3.3.1.1 Authenticity Principle
• 3.3.1.2 Diversity Principle
• 3.3.1.3 Difficulty Dependency Principle
• 3.3.1.4 Interactivity Principle
• 3.3.2 Task List
• 3.3.3 Task Implementing
• 3.3.3.1 Pre-task Preparation
• 3.3.3.2 Task-cycle
• 3.3.3.3 Language Focus
• Chapter Four Experiment
• 4.1 Objectives
• 4.2 Subjects
• 4.3 Instruments and Materials
• 4.4 Data Collection
• 4.4.1 Scores in Pre-test
• 4.4.2 Scores in Post-test
• 4.4.3 Results from the Questionnaires
• 4.5 Data Analysis
• 4.6 Findings and Discussions
• 4.6.1 Analysis of Scores in Pre-test
• 4.6.1.1 English Scores in National Entrance Examination
• 4.6.1.2 Scores in Pre-test
• 4.6.1.3 Scores of Listening Comprehension in Pre-test
• 4.6.1.4 Scores of Reading Comprehension in Pre-test
• 4.6.2 Analysis of Scores in Post-test
• 4.6.2.1 Scores in Final Exam of the Third Term
• 4.6.2.2 Scores in CET-4
• 4.6.2.3 Scores of Listening Comprehension in CET-4
• 4.6.2.4 Scores of Reading Comprehension in CET-4
• 4.6.3 Analysis of the Questionnaires before the Experiment
• 4.6.3.1 Students’Opinions on English Learning
• 4.6.3.2 Students’Learning Strategy
• 4.6.3.3 Students’Opinions on CWBCET
• 4.6.3.4 Descriptive Analysis of the Results of the Observed Class
• 4.6.4 Analysis of the Questionnaires after the Experiment
• 4.6.4.1 Students’Learning Strategy
• 4.6.4.2 Descriptive Analysis of the Results of the Observed Class
• 4.6.5 Discussion
• 4.6.5.1 Positive Results of the Study
• 4.6.5.2 Problems and Challenges Demonstrated by the Study
• Chapter Five Conclusions
• 5.1 Main Findings
• 5.2 Limitations of the Study
• 5.3 Suggestions for Further Study
• Bibliography
• Acknowledgements
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ
• Appendix Ⅴ
• 在学期间发表的学术论文和参加科研情况