任务型教学在职业技术学院艺术专业英语阅读教学中的应用 ——以河北女子职业技术学院为个案研究

论文摘要

任务型教学是20世纪70年代末由众多外语教学研究者经过多年的研究和实践提出的一种极具影响力的语言教学方法。其核心理念是以学习者为中心，强调做中学。它注重学习者的学习兴趣、真实经验和认知程度，使学习者通过个人的亲自体验与参与，以及与同组其他成员的合作与交流，从而提高综合运用语言的能力。教师在教学过程中应精心设计出与交际目的和语言项目密切相关的系列任务。通过对任务的实施和完成，学习者达到正确运用语言的目的。中国职业技术学院英语教学不同于普通高等院校。职业技术学院英语教学目标是培养学生实际使用英语交际的能力，使他们成为极具实践性的应用型人才。职业技术学院艺术专业学生的英语学习又与其他专业学生的英语学习存在诸多差异，有其消极的和积极的独特性：英语水平普遍低、对英语学习缺乏兴趣、学生来源复杂；性格乐观、想象力丰富、创造力极强。阅读能力是英语学习者必须具备的主要能力之一，直接关系到学习者的英语水平。但是，目前中国职业技术学院英语阅读教学多是采用以教师为中心的传统教学模式，对学生英语阅读能力的培养没有引起足够的关注。任务型教学在职业技术学院艺术专业英语阅读教学中的研究尚属起步阶段，且缺乏系统性和深度。因此，本文作者将任务型教学在职业技术学院艺术专业学生英语阅读教学中的应用为研究对象，尝试从任务型教学产生的背景、理论基础、教学模式等方面进行系统全面的研究，其目的与意义是为传统的教师为中心英语阅读教学模式的实践改革提供可借鉴的解决方案与方法策略。本研究基于简爱·威利斯的任务型教学模式，在河北女子职业技术学院2011级一年级学生中进行了为期一学期的实验。整个实验从2011年9月20日开始，结束于2011年12月30日。研究对象是服装专业一年级新生一班（实验班）和二班（控制班）。每个班30名学生。实验班采用以学生为中心的任务型教学模式，而控制班采用以教师为中心的PPP (介绍,练习，产出)教学模式。本次研究采用了问卷、访谈、课堂实验研究方法。对上述实验得出的数据进行定量和定性分析得出的结论是：任务型教学的实施提高了职业技术学院艺术专业学生的阅读能力，阅读任务的完成极大地激发了他们的英语阅读兴趣，提高了他们的自信心，培养了他们的团队意识和合作意识。

论文目录

• Abstract
• 摘要
• List of Abbreviations
• Contents
• Chapter 1 Introduction
• 1.1 Background of the research
• 1.2 Problems of English reading in vocational college
• 1.2.1 The outmoded teaching concepts from teachers
• 1.2.2 The outmoded teaching methods from teachers
• 1.2.3 The outmoded means of instruction from teachers
• 1.2.4 Lack of English and cultural knowledge from students
• 1.2.5 Lack of English vocabulary from students
• 1.2.6 Lack of autonomy from students
• 1.3 Features of art students in vocational college
• 1.3.1 Negative features
• 1.3.1.1 Much lower English level
• 1.3.1.2 Having little interest in English study
• 1.3.1.3 Complex student sources
• 1.3.2 Positive features
• 1.3.2.1 Being optimistic in character
• 1.3.2.2 More colorful imagination
• 1.3.2.3 More active in thinking and creation
• 1.4 Significance of the research
• 1.5 Framework of the thesis
• Chapter 2 Literature Review
• 2.1 Previous studies on task-based language teaching
• 2.1.1 Previous studies on task-based language teaching abroad
• 2.1.2 Previous studies on task-based language teaching at home
• 2.2 Previous studies on English reading
• 2.2.1 Previous studies on English reading and reading teaching abroad
• 2.2.2 Previous studies on English reading and reading teaching at home
• Chapter 3 Overview of Task-based language Teaching and English Reading
• 3.1 Overview of task-based language teaching
• 3.1.1 Definitions of task
• 3.1.2 Components of task
• 3.1.3 Principles of task design
• 3.1.4 Concept of task-based language teaching
• 3.1.5 Theoretical groundwork of task-based language teaching
• 3.1.5.1 Cognitive psychology
• 3.1.5.2 Constructivism
• 3.1.5.3 Language acquisition theory
• 3.1.6 Features of task-based language teaching
• 3.1.7 Willis's framework of task-based language teaching
• 3.2 Overview of English reading
• 3.2.1 Definition of reading
• 3.2.2 Process of reading
• 3.2.3 Models of reading
• 3.2.3.1 A bottom-down reading model
• 3.2.3.2 A top-down reading model
• 3.2.3.3 An interactive reading model
• 3.3 Task-based language teaching and English reading teaching
• Chapter 4 Research Design
• 4.1 Hypothesis
• 4.2 Subjects
• 4.3 Teaching materials
• 4.4 Instrument
• 4.4.1 Reading tests
• 4.4.2 Questionnaire
• 4.4.3 Interview
• 4.4.4 Classroom experiment
• 4.4.4.1 With TBLT in EC of art students' reading teaching
• 4.4.4.2 With PPP model in CC of art students' reading teaching
• 4.4.5 Sample lessons
• 4.4.5.1 A sample lesson for EC with TBLT
• 4.4.5.2 A sample lesson for CC with PPP
• 4.5 Procedure
• 4.6 Data collection and analysis
• Chapter 5 Results and Analysis
• 5.1 Results and analysis of the information from Tests
• 5.1.1 Results and analysis of the information from pre-tests
• 5.1.2 Results and analysis of the information from post-tests
• 5.1.3 Comparison
• 5.2 Results and analysis of the information from the questionnaire
• 5.2.1 A comparison of EC and CC in interest
• 5.2.2 A comparison of EC and CC in evaluation
• 5.2.3 A comparison of EC and CC in effect
• 5.3 Results and analysis of interview
• Chapter 6 Conclusion
• 6.1 Main findings of the research
• 6.2 Implications for English reading teaching
• 6.3 Limitations of the present research
• 6.4 Suggestions for the future research
• Bibliography
• Appendix 1
• Appendix 2
• Appendix 3
• Appendix 4
• Acknowledgment