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结合“学习任务”和“交际任务”共同促进高中英语语法教学

2020-12-02阅读(761)

结合“学习任务”和“交际任务”共同促进高中英语语法教学

论文摘要

语法是构成语言的三大要素之一,是学生进行听、说、读、写等语言实践活动的基础。语法是英语学习中必不可少的内容。任务型语言教学是目前语法教学中的主要方法之一,同时任务型教学途径也是新课程标准倡导的教学途径之一。本文旨在前人研究的理论基础上,进一步探讨如何利用任务型语言教学的原理,在高中语法教学中为学生设计具体的“学习任务”和“交际任务”,使学生更好地在做中学,使语法教学更加生动有趣、有效,使学生在学习语言知识的同时,有机会更好地综合运用他们所学的语言知识。本文采用实验法,案例分析法和文献综述法,三者并用,相辅相成。综合考察(一定的理论支撑、实验班的语法成绩前后测对比分析和案例分析)的结果说明:在语法教学中同时合理设计“学习任务”和“交际任务”能在一定程度上有效地提高学生的语法能力。当然,任务型教学与我国的中小学英语教育实践相结合才刚刚起步,还需要我们一线的教师在平时的教学实践中不断地摸索。我们对任务型教学的借鉴应该是抓住其本质与合理内核,而不是形式上的盲目模仿,努力使之形成与我国传统外语教学法取长补短的互补格局。

论文目录

  • Chinese Abstract
  • Abstract
  • Chinese Synopsis
  • Synopsis
  • Chapter One Introduction
  • 1.1.Status quo of worldwide research on English grammar teaching
  • 1.2.The Purpose and significance of the present study
  • 1.3.The Basic Approach Adopted for the Present Study and its hypothesis
  • Chapter Two An Overview of Grammar and Grammar Teaching
  • 2.1.What is Grammar?
  • 2.1.1.Definition of grammar
  • 2.1.2.Three dimensions of grammar:form,meaning and use
  • 2.2.The significance of grammar in language and language teaching
  • 2.2.1.The important place of grammar in language
  • 2.2.2.The importance of grammar in L2 or FL instruction
  • 2.2.3.Grammar as a necessary component of English teaching in China
  • 2.3.Questions arising in grammar teaching
  • 2.3.1.The shortcoming of traditional grammar teaching
  • 2.3.2.Current modules of grammar teaching
  • Chapter Three An Overview of Task-based Teaching Approach and The Context..of Chinese Foreign Language Learning and Teaching
  • 3.1.Definition of task
  • 3.2.The features of task and its components
  • 3.2.1.The features of task
  • 3.2.2.Task components
  • 3.3.Task-based Approach
  • 3.3.1.The relevant theories
  • 3.3.2.Characteristics and principles of TBA
  • 3.4.The significance of TBA in English teaching in China
  • 3.4.1.The context of Chinese foreign language teaching and learning
  • 3.4.2.The features for the current English textbooks for senior high school
  • 3.4.3.The advantages of using TBA in China teaching and learning context
  • Chapter Four Combination of Enabling Tasks and Communicative Tasks in Grammar Teaching
  • 4.1.Enabling tasks and Communicative tasks
  • 4.1.1.Enabling tasks
  • 4.1.2.Communicative tasks
  • 4.1.3.The relationship between"Enabling tasks" and "Communicative tasks"
  • 4.2.The principle of task designing
  • 4.3.Task designing in grammar teaching
  • 4.3.1.The rules of grammar teaching
  • 4.3.2.Effective and less effective ways of grammar teaching
  • 4.3.3.Process of grammar teaching
  • 4.4.Interaction in grammar teaching
  • 4.4.1.Definition of interaction
  • 4.4.2.Two objectives by using interaction to implement tasks in grammar teaching
  • 4.5.Cooperative learning in grammar teaching
  • Chapter Five Case Study
  • 5.1.Sample design on a task-based grammar teaching
  • 5.1.1.Some basic information about this unit
  • 5.1.2.Teaching procedures
  • 5.2.Summary
  • Chapter Six An Experimental Study
  • 6.1.An experiment
  • 6.1.1.The aim of the experiment
  • 6.1.2.Procedure
  • 6.1.3.Results and its analysis
  • 6.2.An analysis of the questionnaire
  • Chapter Seven Conclusion
  • 7.1.Major findings
  • 7.2.Limitations
  • 7.3.Some suggestions for further study
  • References
  • Appendixl Paper for pre-test of grammar
  • Appendix2 Paper for post-test of grammar
  • Appendix3 Students' scores on the pre-test and post-test
  • Acknowledgements

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    结合“学习任务”和“交际任务”共同促进高中英语语法教学
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