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任务型教学法在高职英语词汇教学中的应用

2020-12-16阅读(1003)

任务型教学法在高职英语词汇教学中的应用

论文摘要

词汇是理解和使用语言的基础。词汇能力直接影响着一个人的听、说、读、写、译的能力。只有掌握了一定的词汇量,才能理解他人的话语和文章,才能畅所欲言的表达自己的思想,达到交际的目的。词汇作为语言的基本单位,被许多语言学家和英语教育工作者认为是语言教育的中心,同时学生认为词汇学习是语言学习中最难但也是最重要的部分。长期以来,学生们养成了机械的反复记忆单词的习惯。因此,他们最然在记忆单词上花了很多时间,下了很大功夫,但是记忆效果却不理想,尤其是在真实的交际环境中,他们更是手足无措。即使是已经学了8年英语的大二学生,对于词汇的学习也非常迷茫,多数学生时常抱怨自己的词汇量不足且在实际交际环境中无法自如的使用。为了能有效地扩大学生的词汇量,提高他们在实际交际环境中运用的能力,作者在参阅了大量本领域文献的基础上,再加上自己的教学实践,认为任务型教学法是一种行之有效的方法。任务型教学强调语言学习过程与语言学习的结果,把特定的学习教学任务视为学习动机,任务的完成视为学习的过程,任务的呈现和完成时教学效果的展示。总之,任务型教学充分体现了“做中学”的原则。本文首先综述了国内外在任务型教学方面所作的研究,接着介绍了任务型教学法相关知识,作为第三章的理论基础。并对莱芜职业技术学院的师生在英语词汇教学方面的问题进行了问卷调查,旨在发现职业院校师生在词汇教学过程中的问题及他们对词汇教学的建议。根据师生出现的问题,作者提出在英语课堂教学中应使用任务型教学法以期提高学生的词汇量及熟练运用词汇的能力。这一教授词汇的方法是否合理、有效,是通过第三章的教学实验来验证的。教学试验历时一个学期,从莱芜职业技术学院选择两个平行班级,其中B班为实验班,即结合任务型教学法的相关知识讲解词汇;A班为控制班,即在这一学期英语课堂中采用传统的词汇教学方法。通过统计软件SPSS17.0对收集的数据进行统计和分析,实验结果表明:在词汇教学中采用任务型教学法讲解词汇,会大大提高教学效率。文章的最后总结了本论文的研究结果和教学启示,并提出了研究存在的局限性和对未来研究的建议。

论文目录

  • Abstract
  • 摘要
  • Introduction
  • Chapter One Literature Review
  • 1.1 Studies on Task-based Approach abroad
  • 1.2 Studies on Task-based Approach at home
  • 1.3 Studies on Task-based Approach in higher vocational schools
  • Chapter Two Theoretical Discussion of Task-based Approach and Vocabulary Teaching
  • 2.1 Task-based Approach
  • 2.1.1 Definition of Task-based Approach
  • 2.1.2 Principles of Task-based Approach
  • 2.1.3 Advantages of Task-based Approach
  • 2.2 Task
  • 2.2.1 Definitions of task
  • 2.2.2 Characteristics of task
  • 2.2.3 Types of task
  • 2.2.4 Components of task
  • 2.2.5 Task, exercise and activity
  • 2.3 Task-based vocabulary teaching
  • 2.3.1 Definition of vocabulary
  • 2.3.2 Characteristics of vocabulary
  • 2.3.3 Vocabulary knowledge
  • 2.3.4 The significance of studying vocabulary
  • Chapter Three The Empirical Experiment
  • 3.1 Methodology
  • 3.1.1 The research questions
  • 3.1.2 Subjects
  • 3.1.3 Instruments and the design
  • 3.1.4 Data collection
  • 3.1.5 Procedure
  • 3.2 Results and discussion
  • 3.2.1 The current situation on vocabulary teaching and learning in higher vocational schools
  • 3.2.1.1 The subjects’attitude towards vocabulary teaching/learning
  • 3.2.1.2 The subjects’current performance in vocabulary teaching
  • 3.2.1.3 The subjects’understanding of the relationship between Task-based Approach and vocabulary teaching/learning
  • 3.2.1.4 The subjects’suggestion on vocabulary teaching/learning
  • 3.2.1.5 Conclusion
  • 3.2.2 The students’English vocabulary level before the experiment
  • 3.2.3 The students’English vocabulary level after the experiment
  • 3.2.4 The comparison between the students’English vocabulary level before and after the experiment
  • Chapter 4 Implications and Some Suggestions
  • 4.1 Implications
  • 4.1.1 Implications for teachers
  • 4.1.2 Implications for students
  • 4.1.3 Implications for English teaching materials
  • 4.2 Suggestions for further study
  • 4.3 Limitations of the Study
  • Conclusion
  • Bibliography
  • Appendix I Questionnaire for Teachers
  • AppendixⅡ Questionnaire for Students
  • AppendixⅢ Post-test Paper
  • AppendixⅣ Post-test Paper
  • AppendixⅤ The Scores of the Pre-test and Post-test
  • Acknowledgements
  • Published Papers

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    任务型教学法在高职英语词汇教学中的应用
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