任务型英语教学在高职院校中的应用与探析

论文摘要

任务型语言教学是20世纪80年代兴起的,强调“做中学”的语言教学方法,是交际法教学的一种发展形态。“任务”教学法的核心思想是“学生为中心,用语言做事”。在这个过程中,学习者需要通过合作与互动完成任务达到交际的目的。此法在语言教学方面倍受关注。在中国,任务型语言教学法己经被应用到中小学教学领域,并且许多学者提倡在高等教育中也使用任务型教学法。目前高等职业专科院校英语教学模式是传统3Ps教学模式—Presentation, Practice, Production即讲授、练习和运用的模式,这一模式导致学生英语水平提高缓慢甚至使学生产生抵触情绪。本研究采用准实验法,试图证明任务型英语教学模式比传统3Ps教学模式更加有效。受试对象被缩小到高等职业专科院校英语专业二年级学生,总数为100人,其中实验班50人,控制班50人。经过历时为一个学期的研究,笔者对两个班在实验前后的相关数据进行定量定性对比分析,拟回答以下两个问题:1)任务型英语教学比传统英语教学更加有效吗?2)任务型英语教学有益于提高学生的英语学习兴趣和形成学习英语的积极态度吗?实验结果表明任务型英语教学不仅能够提高学生英语水平,增强学生学习兴趣,而且有益于帮助他们形成良好的英语学习的态度。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 Introduction
• 1.2 The Objectives of the Research
• Chapter 2 English Teaching and Learning in Vocational Colleges
• 2.1 The Present Situation of the English Teaching in the Vocational Colleges
• 2.1.1 The Characteristics of English Teaching in the Vocational Colleges
• 2.1.2 The Problems in the English Teaching in the Vocational Colleges
• Chapter 3 Rationales for the Task-Based Language Teaching Approach
• 3.1 Definitions of Task
• 3.2 Theoretical Underpinnings to Task-Based Language Teaching Approach
• 3.2.1 Learning Theories
• 3.2.1.1 J. S. Bruner and Discovery Learning Theory
• 3.2.1.2 D. P. Ausubel and Meaningful Learning Theory
• 3.2.1.3 Social Constructive Learning Theory
• 3.2.1.4 Humanistic Learning Theory
• 3.2.2 Second Language Acquisition Theory
• 3.2.2.1 Input Hypothesis
• 3.2.2.2 The Interaction Hypothesis
• 3.2.2.3 The Output Hypothesis
• 3.2.3 Components of Task, Task Types and Models of Task
• 3.2.3.1 Components of the Task
• 3.2.3.2 Task Types
• 3.2.3.3 Model of Task
• Chapter 4 Experiment on Task–Based English Teaching in Vocational Colleges
• 4.1 The Purpose of Experiment
• 4.2 Methodologies
• 4.2.1 Participants
• 4.2.2 Instruments
• 4.2.3 Data Analyzing Devices
• 4.2.4 Procedures
• 4.2.4.1 Pre-Test
• 4.2.4.2 Class Observation
• 4.2.4.2.1 Classroom Observation of Control Group
• 4.2.4.2.2 Classroom Observation of Experimental Group
• 4.2.4.3 Post –Test
• 4.2.4.4 The Questionnaire
• 4.3 Data Analysis
• Chapter 5 Results and Findings
• 5.1 Results Related to the Two Research Questions
• 5.1.1 Results Related to Question 1
• 5.1.1.1 Comparison between Two Groups in the Pre-Test
• 5.1.1.2 Comparison between Two Groups in the Post –Test
• 5.1.2 Results Related to Question 2
• 5.1.2.1 Comparison of Students’Attitudes and Interests in English Learning between Two Groups in Class Observation
• 5.1.2.2 Comparative Analysis of Questionnaires between Two Groups before Experiment
• 5.1.2.3 Comparative Analysis of Questionnaires between Two Groups after Experiment
• 5.1.2.4 Comparative Analysis of Questionnaires from Experimental Group
• 5.1.2.5 Comparative Analysis of Questionnaires from the Control Group
• 5.1.3 Findings
• Chapter 6 Conclusion
• 6.1 Implications
• 6.2 Limitations of the Study and Further Suggestions
• Appendices
• Appendix ⅠPre-Test Paper
• Appendix Ⅱ Face to Face with Guns （Reading Text）
• Appendix Ⅲ Evaluation Sheet
• Appendix Ⅳ Post-Test Paper
• Appendix Ⅴ Questionnaire
• Bibliography