How to Improve Senior High School Students Spoken Language By Applying Taskbased Language Teaching.docx

1、How to Improve Senior High School Students Spoken Language By Applying Taskbased Language TeachingHow to Improve Senior High School Students Spoken English by Applying Task-based Language TeachingByTian PingUnder the supervision ofLiu DanA THESISSubmitted in partial fulfillment of the requirementsfo

2、r the degree ofBACHELOR OF ARTIn English Language and LiteratureSchool of Foreign LanguagesShaanxi Normal UniversityMay, 2014AcknowledgementsIm really grateful to all who help me to finish this thesis, which is a very difficult time for me to spend, for I have never written the thesis before. In par

3、ticular, I want to express my thanks to my supervisor, Ms. Liu Dan, who has given me a lot of help during my writing. She is very patient to me. And she guided me throughout the whole writing process. She reads my draft carefully and always offers me some suggestions which are so much useful. From t

4、his paper I benefit a lot from my classmates and teachers who give so many valuable suggestions. In writing this paper, I really benefit a lot from the presence of my teachers and classmates. During spare time, they helped me collect the materials and other information. Hereby, I want to show my app

5、reciation for them, who helped me a lot to finish the paper.My family and friends also helped a lot. When I feel disappointed, they are by my side and encourage me to try my best to finish the paper, who share my woe and weal. Therefore, I feel lucky with them.Finally, the library and the staff in o

6、ur school offer a lot to me. Without their help, I could not finish the paper.AbstractToday we are living in a global world, which means English plays an important role in the globalization and it has already become the first choice for communication among different countries. Up to now, a number of

7、 Chinese students have come to America to learn English,. Almost 60% people in the world use English regularly. In china, everyone learns English when they are young, because of the requirements of society. However, the current situation is that most students speak rather poor English. Especially in

8、 senior high school, faced with the college entrance examination, students pay less attention to their spoken English, which leads to the poor communication skills. Actually, there exist requirements for fluent communication in syllabus of senior school in English language teaching and learning .The

9、 new curriculum standards in 2003 also showed that every high graduate should have a command of basic language knowledge, make a conscious use of English and employ English as a tool to access information and to solve problems. Therefore, how to improve students spoken English becomes a big problem

10、in English teaching and learning in our country. An effective way goes first into our consideration. As a result, in order to solve the problem, this paper focus on applying task-based language teaching in English class to improve students spoken English in senior high school. Task-based language ca

11、me into being in 1980s, which has been popular in many western countries. It is the new development of English teaching methods in western countries, which is based on Teaching Language as Communication. In China, with the publication of the new national curriculum standard, lots of experts and educ

12、ators start to explore this new approach and prepare to put it into the practice, especially in middle and primary schools. From 1998, Task-based language begins to be used in the primary and middle schools. In this paper, the author mainly discuss how to enhance students spoken English by using tas

13、k-based language teaching. Keywords: Spoken English; Task-based language teaching, senior high school; improvement摘 要现今，我们身处一个全球化的世界，这意味着英语在全球化中已经扮演了极为重要的角色，同时其也已经成为了很多不同国家用于交流的首选语言。在全世界大约有百分之六十的人们在日常生活中使用英语。在现今中国，由于社会发展的需求，每个人从很小的时候就开始学习英语。但是，如今的状况是大多数学生的英语口语都比较差。尤其是在高中，面临着高考的压力，学生们很少会将注意力放在他们的口语上，

14、从而导致口语普遍较差。实际上，在高中英语教学中，教学大纲明确规定了要有流畅交流的要求。2003年的新课程标准也提到每一位高中毕业生应该掌握基本的语言技能，能够熟练地掌握和运用英语并把英语当作一种获取信息和解决问题的工具。因此，如何提高学生的口语水平在英语语言教学过程中已经成为了一个重大的问题。为了解决这个问题，这篇文章探讨了如何利用任务型教学法来提高高中生的英语口语水平。任务型教学法形成后在很多其他国家流行传播。在西方国家，这是英语教学法的一项新的成果，它建立在交际语言教学法的基础上。在中国，随着新课程标准的制定及实施，很多专家和教育学者开始探索这种新的方法并且把它付诸于实践。从1998年开始

15、，任务型教学法开始在中小学使用。在这篇文章中，笔者主要探讨了如何利用任务型教学法来提高高中学生的英语口语能力。关键词：英语口语；任务型教学法；高中；提高Table of ContentsAcknowledgementsiAbstract.摘 要 Table of Contents I. Introduction.1II. Literature review.2A. Introduction.2B. Background.21. Origin of TBLT.22. The theoretical background of TBLT.3C. The introduction of TBLT.3

16、1. The definition of TBLT.32. The definition of tasks.43. The advantages of TBLT.44. Types of tasks.5III. The problems of spoken English teaching.5A. Lack of students motivations for spoken English learning.5B. The teachers spoken language level needs to be upgraded.6C. Lack of desirable spoken lang

17、uage environment.7D. Not enough self-confidence in spoken English learning among English learners.7E. The influence of traditional English education system.8IV. The improvement of spoken English by applying TBLT.8A. Spoken English and its features.8 B. Theoretical basis of TBLT in spoken English tea

18、ching.8C. The implementation of TBLT into spoken English teaching.91. The content of TBLT method.92. The application of the principles of TBLT in the spoken English teaching class.103. Task-based language teaching stages.104. The process of a task.11D. The significance of TBLT into spoken English cl

19、ass.12V. Conclusion.13VI. References. 15I. IntroductionAs a kind of language, English is a tool to communicate with each other in daily life. In English learning, the most useful skill is to speak, which is the most fundamental need. Always, the first impression of one is judged by his or her abilit

20、y to speak fluently or comprehensibly. Therefore, teachers should try their best to help their students speak English fluently. However, in senior high schools, because of the college entrance exams, teachers and students pay less attention to English speaking. Chinese students spend so much time in

21、 memorizing new words or taking exams. However, when they meet native English speakers, they realize their poor English. It is at that moment that they realize that they ignore the most important part of language, which is communication. A lot of educators bring out some suggestions that teachers sh

22、ould take some measures to change that kind of situation. English class should not be an exam class. According to it, a series of different spoken English teaching methods come out. Task-based language teaching is one of the methods to help students enhance their spoken English. Nowadays, task- base

23、d language teaching which is a further development of communicative language teaching is widely spread all over the world. Since 1980s, task-based language teaching approach has a great impact on second language learning. Task-based language teaching helps students improve their ability of using lan

24、guage by accomplishing lots of real tasks. It is a form of learner-centered. This paper focuses on how to improve students spoken English by applying task-based language teaching. It develops from aspects as follows, what is task-based language teaching, the problems of spoken English teaching, the

25、improvement of spoken English by applying task-based language teaching and the significance of task-based language teaching into spoken English class. II. Literature review A. IntroductionAs a newly developed way, task-based language teaching which includes learner-centered, real life tasks, meets t

26、he demand of students practicing in the real- world tasks in English, thus it appeals research interest in English teaching filed. TBLT can be seen as a development of the communicative method.B. Background1. Origin of TBLTTask-based language teaching(TBLT), together with Communicative Language Teac

27、hing, Natural Approach, Cooperative Language Learning, Content -based Instruction, is developed from communicative approach. It has been prevalent in Western Countries since 1980s, but not until 2001 it emerged in China to challenge the traditional itemized form based methodology. Some of TBLT proponents present TBLT as a logical development of Communicative Language Teachi