高中英语语法教学论文.docx

1、高中英语语法教学论文2012-2013学年第二学期研究生课程考核（读书报告、研究报告）Task-Based Language Teaching Approach in English Grammar of shanglou middle schoolContent摘要AbstractChapter Introduction.41.1 Task-Based Language Teaching.41.1.1 Origin & Development of TBLT.41.1.2 Characters and Advantages of TBLT.4Chapter Literature Review

2、 TBLT Approach in English Grammar Teaching.62.1 Principles Adhered to by TBLT62.1.1 Principle of Interaction.62.1.2 Principle of Authentic Texts.72.1.3 Principle of Process.72.2 Advantages of TBLT.72.2.1 Classroom Design of TBLT.82.2.2 Teaching Mode of TBLT.92.3 English Grammar Teaching.112.3.1 Defi

3、nition of Grammar12 2.3.2 Definition of Grammar Teaching.122.3.3 Development of Grammar Teaching.13Chapter EGT of Middle Schools in Counties of Shangluo Areas3.1 EGT in High Schools of Counties of Shangluo Area.143.1.1 Grammar Teaching Notion of Teachers.15 3.1.2 Teaching Mode in High Schools of Cou

4、nties of Shangluo Area.153.1.3Grammar Sequencing of the Teaching Textbook.153.2 EGT in High Schools of Counties of Shangluo Area.163.2.1 Grammar Teaching Notion of Teachers.16 3.2.2 Teaching Mode in High Schools of Counties of Shangluo Area.183.2.3 Grammar Sequencing of the Teaching Textbook18Chapte

5、r Empirical Study.194.1 Experimental Outline.194.1.1 Purposes.194.1.2 Participants.194.1.3 Time Constraint.204.2 Experimental Process.204.2.1 Summative Assessment.204.2.2 Implementation Process of Task-Based Grammar Teaching.204.2.3 Formative Assessment.214.3 Teaching Case of Task-Based Grammar Teac

6、hing.224.4 Data Collection & Analysis.22Chapter Conclusion & Suggestions.235.1 Limitations & Suggestions.235.1.1 Limitations.235.1.2 Suggestions.23摘要中国学生一天中绝大部分时间都处于中文背景下，所以对于他们而言，英语语法的学习之于英语学习至关重要。在本文中作者试图初步探索任务型教学法在商洛地区县城高中英语语法教学中的应用。作者希望调查商洛地区县城高中英语语法教学现状，验证任务型语言教学方法在语法中的教学效果，以为商洛地区高中英语语法教学提供相关建议

7、及参考。本文由五章组成。在引言部分作者阐明了此研究的重要性。在第一章作者对任务型教学法做了简单地介绍。在第二章作者进行了文献回顾，介绍任务型教学法及英语语法教学的国内外研究现状。第三章作者对商洛地区县城高中的英语语法教学现状进行了分析，阐述了商洛地区英语语法教学模式及英语语法教学中存在的问题等。第四章将具体介绍在商洛地区县城中学进行的英语语法教学实验。在进行实验之前，在实验班和控制班让学生先进行一个英语语法的测试，即前测。测验证明两班学生语法水平没有显著差异之后，在两个班进行语法教学实验。在实验班应用任务型方法进行语法教学，而在控制班应用传统的3p教学方法。实验结束后，对两班学生进行后测，并应

8、用SPSS软件对得到的实验数据进行分析，以期得到符合作者研究假设的研究结论。也就是说，实验试图验证应用任务型教学法进行语法教学对于学生语法及整体语言水平的提高更加有效，而且任务型语法教学有助于激发学生学习英语语法的兴趣，这样的话他们在英语语法课堂会更加活跃，英语学习兴趣也会更加浓厚。第四章将阐明研究结论、研究上的不足，并为进一步的研究提供些许建议。通过问卷调查商洛地区县城中学英语语法教学中存在的问题，并进行教学实验，作者试图为该地区县城中学英语语法教学提供些许建议和参考。尽管这样，英语语法教学中仍然有很多问题亟待解决。所以作者希望和有意向进行相关研究的人员进行交流。关键词：任务型教学，高中英语

9、语法教学，商洛地区县城高中AbstractAs for the Chinese students who are under Chinese background at most time of their daily life, English grammar learning attaches great importance to their leaning of English. In this thesis the author tries to have a preliminary research on the application of task-based language

10、 approach in English grammar teaching in High Schools of counties of Shangluo area. It is the authors wish to study the current conditions of English grammar teaching in High Schools of counties of Shangluo are and to testify the effects of task-based language approach into English grammar teaching

11、so that suggestions and references can be provided for English grammar teaching in High Schools of counties of Shangluo area.This thesis is constituted by four chapters together with an introduction. In the introduction part the author shows the significance of this research. In chapter one the auth

12、or will have a literature review and will introduce some related information of task-based language teaching approach and English grammar teaching. In chapter two the current situation of English grammar teaching in High Schools of counties of Shangluo area is to be analyzed, in which teaching mode

13、as well as problems and issues are presented. In chapter three the teaching experiment of task-based language teaching approach in English grammar teaching in High Schools of counties of Shangluo area is to be introduced in details. The students in both the experimental and the control class are giv

14、en a pre-test concerning English grammar before the experiment. After that the author will make an experiment in the two classes, in which the students are almost at the same level in their English proficiency, with task-based language teaching approach and traditional 3ps approach respectively to t

15、each grammar. Then the author will give a post-test to students in both classes. After making statistics analysis with SPSS software the author tries to get experiment results which go with her research hypotheses. That is to say, the experiment tries to testify that task-based grammar teaching appr

16、oach is more effective to help the students to improve their grammar and overall language proficiency and it helps to activate the enthusiasm of students in English grammar learning so that they become more active in the English grammar class and their interest in learning English will also be enhan

17、ced. In chapter four the author will present the research conclusions, research limitations and will provide some suggestions for further research.The author provides suggestions and references for the English grammar teaching in High Schools of counties of Shangluo area after making questionnaire i

18、nvestigations and teaching experiment and presenting problems existing in the English grammar teaching in High Schools of this area. It is the authors contribution.Although the author has done this, there are still some problems existing in the English grammar teaching in this area to be solved. It

19、is the authors wish to exchange with others and make further research.Key words: task-based approach; English grammar teaching in High Schools; High Schools of counties of Shangluo areaChapter Introduction1.1 Task-Based Language Teaching1.1.1 Origin & Development of TBLTTeaching Project proposed by

20、N. S. Prabhu in India. In his teaching experiment, N. S. Prabhu put forward many types of tasks and designed learning content to be a serial of communicative tasks so that the students fulfill the learning by fulfilling these tasks. The Bangalore Communicational Teaching Project drew the attention o

21、f language teaching field. And in the late of 1980s, more and more language teaching experts and scholars made profound research on it, and then TBLT approach came into being gradually and became more and more popular in the field of second and foreign language teaching. TBLT approach required that

22、the students should fulfill specific learning tasks by using the target language. It emphasized the active participation of the students and the process of communication as well as the functions of the language. Also it attached great importance to the development of learning strategies of students

23、so that in the course of learning students creative spirit and language application ability will be enhanced.1.1.2 Characters and Advantages of TBLT1.1.2.1 Definition and Characters of “Task” The term “task” has been given various kinds of definition by experts and scholars all around the world. But

24、 as for “task” in the language teaching, it usually refers to the activities which derive from the activities in the real world and have the gist of forming language value. There are several definitions given by world-famous linguistics and educators.(a) An activity which required learners to arrive

25、 at an outcome form given information through some process of thought and which allowed teachers to control and regulate that process was regarded as a “task”. (Prabhu, 1987.)(b) In general, I too will consider the communicative task as a piece of classroom work which involves learners in comprehend

26、ing, manipulating, producing or integrating in the target language while their attention is principally focused on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right. (David Nunan, 1989.)(c) Tasks are always

27、activities where target language is used by the learner for a communicative purpose in order to achieve an outcome. (Jane Willis, 1996.)(d) . any structural language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for th

28、ose who undertake the task. (Breen, 1987.)The so-called “task”, simply speaking, refers to “doing something”. In the process of “doing something”, the learners are active and full of enthusiasm. In order to accomplish tasks, the learners should make use of language and non-language source to build s

29、omething meaningful. The process of accomplishing tasks enables the learners to use the target language freely and naturally since a supportive environment which is beneficial for language learning and internalization has been set up. Although definitions given by linguistics and educators are not t

30、he same as each other, the tasks, as activities in language teaching class at least should the following characters: (a) the tasks should center on meaning and should avoid practices of some meaningless language forms; (b) the tasks should focus on solving a communicative problem and this communicative problem should be closely related to the real world and it should be