任务型教学理论运用于初中英语写作的实证研究

论文摘要

在我国,英语写作一直是初中英语教学中较为薄弱的环节。尽管广大英语老师做出了很多努力,但收效总是难尽人意,学生的写作能力和水平往往达不到预期的目标。究其原因,主要在于传统的“结果法”教学模式在许多中学的英语写作教学中仍处于主导地位,即注重学习结果,希望学习者能熟练地使用目的语。“结果法”的主要课堂活动为模仿、抄录并改写正确句子的模式,仅限于句子层面的写作;而“过程法”更多的是通过多种班级活动来促进技能的发展,刚开始时更注重数量而非质量。“过程法”鼓励学生建立合作小组,用任何形式表达想法和感受,对提高学生的写作动机和确立正确的写作态度无疑很有帮助,值得借鉴。但是,有很大争议的是,语法和运用语言准确性在某种程度上被淡化了。近20年来,许多学者和英语写作教师开始认识到“结果法”和“过程法”有各自的缺陷。因此,找到一种新的、更有效地提高英语写作水平的教学方法被提上了日程。近年来,随着新课程标准中写作目标的颁布以及中考试题中书面表达题所占比重的逐年增加,越来越多的初中学英语教师意识到写作教学的重要性。新课标倡导体验、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。《课标》以学生“能做某事”的描述方式设定各级目标要求。教师应该避免单纯传授语言知识的教学方法,尽量采用“任务型”的教学途径。在此背景下,“任务教学法”越来越受到重视。本文拟针对多数初中英语教师所面临的英语写作教学这个薄弱环节,以任务型教学理论为基础,通过试验的研究手段和方法,寻求一种新课标所倡导的“任务型”英语写作教学模式和策略,以改变传统英语写作中过分重视成果而忽视对学生实际语言运用能力的培养的倾向。本文力求从学生的学习兴趣、生活经验和认知水平出发,设计贴近学生实际的教学任务,吸引和组织他们积极参与活动;学生通过思考、调查、讨论、合作和交流的学习方式,学习和使用英语并完成任务,最终使英语写作水平得到提高。作者希望在实施新课标过程中为初中英语写作教学提供一种科学性、合理性的解决方案和应对措施。本文共分五个部分:第一部分概述了目前国内外英语作文教学现状,并提出本文研究的意义。第二部分是文献综述,笔者对任务型教学做出解读,包括理论基础、任务的定义、任务设计原则及操作步骤。第三部分以任务型教学理论为指导,结合初中英语教学实践,通过试验研究手段和方法将新课标所倡导的“任务型”英语写作教学模式和策略运用于英语教学实践中进行求证。第四部分对数据进行描述和分析。第五部分为结论部分。首先,在英语写作教学中应用任务性教学法在很大程度上提高了学习者的写作兴趣和动机。其次,在英语写作教学中应用任务型教学法比传统的写作教学法更能有效提高学习者的英语水平。再次,对在初中英语写作教学中实施任务型教学提出了一些思考和建议。最后,对教师在任务型英语写作教学中的角色进行了归纳。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Contents
• Chapter 1 Introduction
• 1.1 Teaching of English Writing Home and Abroad
• 1.1.1 Teaching of English Writing Abroad
• 1.1.2 Teaching of English Writing in China
• 1.2 Requirements of English Writing and Significance of This Research
• 1.2.1 Requirements of Composition in New Standard for English Curriculum in Junior High School
• 1.2.2 Current Situation of Teaching of English Writing in China's Junior High School
• 1.2.2.1 Importance of Teaching Writing
• 1.2.2.2 Problems Existing in the Teaching Process
• 1.2.2.3 Students' Difficulties in Writing
• 1.2.2.4 Lack of Efficient Input and Writing Strategies
• 1.2.3 Significance of This Research
• 1.3 Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 Theoretical Foundation for Task-Based Approach
• 2.1.1 Social-constructivist Theory
• 2.1.2 The Input,Output and Interactionist Hypotheses
• 2.1.3 The Affective Filter Hypothesis
• 2.2 Introduction to Task-Based Teaching Approach
• 2.2.1 "Task" Defined and Described
• 2.2.2 The Components of a Task
• 2.2.3 Current Situation of Task-based Teaching
• 2.2.4 Principles of Designing the Task-based Teaching
• 2.2.4.1 Nunan's Principles for Task-based Teaching
• 2.2.4.2 Principles of Designing Tasks
• 2.2.5 Steps of Task-based Teaching
• 2.2.6 Advantages of Task-based Teaching
• 2.2.7 Main Features of Task-based Writing in China's High Schools
• 2.3 Summary
• Chapter 3 Research Design
• 3.1 Hypotheses
• 3.2 Subjects
• 3.3 Instruments of the Research
• 3.3.1 Questionnaires before and after the Research
• 3.3.2 Interviews before and after the Research
• 3.3.3 Two Writing Tests before and after the Research
• 3.4 Design and Implementation of the Experiment
• 3.4.1 The First Phase
• 3.4.1.1 Assign the Students a Questionnaire
• 3.4.1.2 Interview Students on Their Attitude towards Writing
• 3.4.1.3 Organize Students Taking the First Test
• 3.4.2.The Second Phase
• 3.4.2.1 Group Divided
• 3.4.2.2 Presentation on How to Write with New Approach in Class
• 3.4.2.2.1 Pre-writing Stage
• 3.4.2.2.2 While-writing Stage
• 3.4.2.2.3 Post-writing Stage
• 3.4.3.The Third Phase
• 3.4.3.1 Another Questionnaire Fulfilled by Students
• 3.4.3.2 Another Interview with Students
• 3.4.3.3 Organize Students Taking the Second Test
• 3.5 Summary
• Chapter 4 Results and Analysis
• 4.1 Result and Analysis from the Pre-Test and Post-Test
• 4.2 Result and Analysis of the Interviews before and after the Research
• 4.2.1 Students' Attitude towards English Writing before the Research
• 4.2.2 Students' Attitude towards English Writing after the Research
• 4.3 Result and Analysis of the Questionnaires before and after the Research
• 4.4 Summary
• Chapter 5 Conclusion
• 5.1 Major Findings
• 5.2 Limitations of the Research and Suggestions for Future Studies
• 5.3 Teacher's Roles in the Task-based Writing Class
• References
• Appendices
• Appendix Ⅰ:The Survey Questionnaire on Students' Attitudes and Beliefs to English Writing
• Appendix Ⅱ:The Post Survey Questionnaire on Teaching of English Writing in Grade Three of the Junior High School
• Appendix Ⅲ:A Sample of Writing Instruction