论网络辅助任务型英语写作教学

论文摘要

任务型语言教学的研究是目前二语习得研究和课堂教学研究的一个热点。任务型语言教学旨在把语言教学真实化,让学生在有目的的交际活动中学习和应用语言,它强调在“做中学”,通过学生参与活动、师生共同完成语言教学任务,使学生自然地习得语言。2001年5月,国家教育部颁发了新的《英语课程标准》,将“倡导任务型的教学途径,培养学生综合语言运用能力”写入了实施建议。任务型教学模式的引入和倡导对改变我国英语教学“费时低效”的现状具有重要借鉴意义。必将为英语课堂注入生机和活力。任务型教学得到推广的同时,计算机技术也取得了快速发展,因特网已经渗透到人们生活的每一个角落,网络进入课堂已成必然趋势。网络强大的优势极大地促进了任务型教学的发展。本文作者通过参阅相关文献资料对任务型教学进行简要介绍,在对高中英语任务型写作教学情况调查研究的基础上,探讨利用因特网辅助任务型写作教学的必要性和可行性;结合教学实例,具体分析了如何利用互联网的优势辅助任务型写作教学,提高学生写作水平;同时,对网络辅助任务型教学中可能出现的问题进行探究。作者认为,任务型教学能够有效提高学生的写作技能。

论文目录

• Chinese Abstract
• Abstract
• Chinese Synopsis
• Synopsis
• Chapter One Introduction
• 1.1 Background of the study
• 1.2 Aims and objectives
• 1.3 Organization of the thesis
• Chapter Two Literature Review
• 2.1 Definition of a task
• 2.2 Task-based language teaching
• 2.3 Theoretical underpinning
• 2.3.1 Theory of second language acquisition
• 2.3.2 Social constructivist theory
• 2.4 Teaching requirements of TBLT
• 2.5 Principles of TBLT
• 2.5.1 Skehan's principles
• 2.5.2 Willis' principles
• 2.6 Characteristics of task and TBLT
• 2.7 Advantages of TBLT
• Chapter Three Current Situation of English Writing in High School
• 3.1 Requirements of writing in high school
• 3.1.1 Requirements in the teaching syllabus
• 3.1.2 Requirements in the New English Curriculum Standards
• 3.1.3 Scoring Criteria in ECS
• 3.2 Current situation in writing instruction
• 3.3 Investigation
• 3.3.1 Purpose
• 3.3.2 Design
• 3.3.2.1 Methods
• 3.3.2.2 Results
• 3.3.2.3 Analysis of teachers
• 3.3.2.4 Analysis of students
• Chapter Four TBLT in Writing Class
• 4.1 Necessity and feasibility of TBLT to writing instruction
• 4.2 A survey on obstacles to TBLT implementation
• 4.3 Internet as a means to TBLT
• 4.3.1 Necessity
• 4.3.2 Theoretical basis of English teaching through Internet
• 4.3.3 Previous research on English teaching through internet
• 4.3.4 The current situation in the usage of computer
• 4.3.5 Benefits of English teaching through Internet
• 4.3.6 Help to realize student-centered teaching mode
• 4.3.7 Smooth away students' obstacles to reading
• 4.3.8 Problems of English teaching through Internet
• Chapter Five Implementation of TBLT in Writing Class
• 5.1 Tasks designed
• 5.2 Strategies of implementing writing tasks
• 5.3 Teachers' roles in task-based writing
• 5.4 Principles of designing writing tasks
• 5.5 Procedures of task-based writing
• 5.6 Practice of task-based writing
• 5.7 Questionnaire for students
• Chapter Six Conclusion
• 6.1 Advantages of the study
• 6.2 Limitation of the study
• 6.3 Further research
• References
• Appendices
• Acknowledgements