Teaching Composition with Task-based Group Learning Class

论文摘要

任务型教学在我国的高中英语教学中受到越来越广泛的注意。但是任何一种教学方法都有其优点和不足, 尤其在提高中国学生英语写作能力方面鲜有专门的研究和有效的方法进行实际教学。本文作者以分组学习法和任务型教学理论为基础, 探讨了将两种方法相结合促进学生写作能力发展的可能性。通过试验, 作者发现以任务型教学为基础的小组写作法主要的优点在于: 激发了学生间的互动学习和交流意识,体现了教师的指导作用, 减轻了教师的批改工作量。同时本文就教师和学生在完成分组写作任务时所碰到的问题进行讨论并提出一些解决和避免这些问题的建议。

论文目录

• CHINESE ABSTRACT
• ENGLISH ABSTRACT
• ACKNOWLEGMENMENTS
• LIST OF TABLES AND FIGURES
• Chapter I Introduction
• 1.1 The Background of the Research
• 1.2 Significance of the Present Research
• Chapter Ⅱ Theoretical Basis for Language Learning Strategies and Language Learning Styles
• 2.1 Research on language learning strategies
• 2.1.1 Definition of language learning strategies
• 2.1.2 Classification of language learning strategies
• 2.1.3 A strategy relative to the present research: cooperative learning strategy
• 2.2 Research on language learning styles
• 2.2.1 Definition of learning styles
• 2.2.2 Four types of learners
• Chapter Ⅲ Interaction in ELT Classroom
• 3.1 The relationship between classroom interaction and second language learning
• 3.1.1 Second language learning in the communicative classroom
• 3.1.2 The effect of interaction on acquisition
• 3.2 Communicative activities: some general considerations
• 3.2.1 Purposes of communicative activities
• 3.2.2 Learner-centered activities
• 3.2.3 Types of communicative activities
• 3.3 Learner interactional patterns
• 3.4 Necessary elements in ELT classroom
• 3.5 Grouping for classroom interaction
• 3.6 Previous studies on group learning strategies
• 3.6.1 Definition of group work
• 3.6.2 Merits
• Chapter Ⅳ Task-based Language Teaching Rationale and Principles
• 4.1 Task defined and described
• 4.1.1 Definition of the “Task”
• 4.1.2 Components Involved in the Task
• 4.1.3 Misunderstandings and deviations existing in TBLT
• 4.2 Nunans’task classification
• 4.3 Viewing tasks from a cognitive perspective
• 4.3.1 Bruners’constructivist theory
• 4.3.2 Skehans’cognitive approach
• 4.3.3 Vygotskys’zone of proximal development （ZDP）
• 4.3.4 Feuersteins’cognitive map
• 4.4 The syllabus of task-based language teaching
• 4.4.1 The principles on designing tasks for the English classroom
• 4.4.2 The framework of presenting tasks in the English classroom
• 4.5 The features of task-based language teaching
• Chapter Ⅴ The Present Study
• 5.1 Research questions and hypothesis for the study
• 5.2 Methodology
• 5.3 Results
• Chapter Ⅵ Conclusions and Implications
• 6.1 Conclusion of the study
• 6.2 Limitations of the study
• 6.3 Recommendations for further research
• References
• Appendix A
• Appendix B