英语本科学位论文任务型教学法在英语阅读教学中的影响.docx

英语本科学位论文任务型教学法在英语阅读教学中的影响.docx

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英语本科学位论文任务型教学法在英语阅读教学中的影响

任务型教学法在英语阅读教学中的影响

郭美燕

（外国语学院2013届3班学号:

2009091306指导教师：

张玉姣）

摘要:

任务型教学模式在当今教育界已经成为一种趋势，而任务型阅读也逐渐引起人们的关注。

本文旨在探讨任务型教学法在英语阅读教学中的影响。

本文的受试者为非英语专业的19名学生。

本研究通过对任务型教学应用前后的学习者的阅读成绩的对比，并得出以下结论：

首先，任务型教学对阅读产生了影响。

其次，在任务型教学过程中，在完成预先设计的一系列有意义的活动的过程中，拓展了学生的元语言系统，并对其起到了一定的促进作用，从而提高了学生的学习兴趣。

总而言之，在英语阅读的各个方面都产生了积极的影响，而这些积极影响使得整个学习过程变得更加高效和充满乐趣。

期望本研究对英语阅读教学有一定的指导作用。

关键词：

任务型教学；阅读；影响

TheEffectsofTask-basedLanguageTeachingonCollegeEnglishReading

GuoMeiyan

SchoolofForeignLanguagesandLiterature,LongdongUniversity

Abstract:

Task-basedlanguageteachinghasattractingmuchattentionofmanyresearchersandeducators,sothisresearchaimstoexploreiftheeffectsoftask-basedlanguageteachingonEnglishreading.19non-Englishmajorsattendedintheresearch.Meanwhile,thequestionnaireonEnglishreadingandreadingmaterialsareusedandreadingperformanceoflearnersarecomparedbeforeandaftertask-basedlanguageteachingisappliedtoEnglishreadingclass.Theresearchfoundout:

1）TBLTaffectslearners’Englishreading.2）Thelearners’Interlinguasystemistobestretchedandencouragedtodevelopintheprocessoftask-basedlanguageteaching,byengaginginandaccomplishingthemeaningfulactivitiesdesignedbytheteacherbeforetheclass.Inaddition,positiveeffectsaremadeinEnglishreading,andthoseofpositiveeffectshavearousedlearners’motivationtoreading.ItishopedtohavetheguidingroleinfutureteachingofEnglishreading.

Keywords:

task-basedlanguageteaching;reading;effects

1.Introduction

Uptillnow,theteacher-centeredmodelisstillwidelyusedincollegeEnglishreadingteaching,manyteachersareusedtoadoptingtraditionalgrammar-translationteachingmethod,whichmakesstudentshavelittlechancetopracticeusingEnglishtocommunicatewithothers.Meanwhile,theirreadingabilitiesareespeciallypoorbecauseoftheirlimitedvocabularyandbackgroundknowledge,soseriousmethodshavebeenputforwardtodealwiththoseofproblems.Forexample,TheNewEnglishCurriculumStandardsin2001advocatesTask-basedLanguageTeaching,andexplicitlypointsoutthatTBLTcandevelopstudents’comprehensiveabilityoflanguageuseinthecourseofEnglishteaching.However,theresearchontask-basedlanguageteachingisintheexperimentalstageinChina.Althoughmanyresearchers（Nunan,1999;Willis,1996;Crooks,1991;etc.）havefoundthatapplyingTBLTtoEnglishreadingcanimprovestudents’readingabilities,buttherearestillsomequestionsremainingtobesolved.Consequently,thisresearchhasbeenmadeandspannedaboutthreemonthsinordertoprovethatTBLTteachingmethodcouldpromotestudents’readingabilities.ThisresearchisexpectedtohavepositiveeffectsonthefuturecollegeEnglishteachingandlearning.

2.LiteratureReview

Englishhasbecomethepredominantlanguageintheworldandmostofthewell-knownpublicationsandadvancesinthefieldsofscienceandtechnologyhaveeitheremergedfromtheEnglish-speakingcountriesorhavebeenpresentedintheEnglishlanguage.ReadingproficientinEnglishhasbecomeanecessaryforthepurposeofunderstandingresearchinscienceandtechnologyaswellasofnegotiatingbusinessamongpartners.Yetthisproficiencyrequiresmorethansimplebeingabletounderstandthelanguage.Theabilitytousethetargetlanguagetoperformvarioustasksinthefieldofstudyandlifeisalsoamust.InordertosearchforaneffectivewaytoimproveEnglishlearningintheChinesecollegeEnglishcontext,researchersinthisfieldgivevariousdefinitions.

2.1ThedefinitionofTBLT

Nunan（1999,24）definestask-basedlanguageteachingasfollows.“Task-basedlanguageteachingisanapproachtothedesignoflanguagecourse,whichthepointofdepartureisnotanorderedlistoflinguisticitems,butcollectionsoftasks.InTBLT,theteachersaskthelearnerstocarryoutataskorsometasks,providinganenvironmentthatbestpromotesthenaturallanguagelearningprocess.Duringthecourseofthetaskaccomplishingactivities,learnersarebelievedtoincreasetheirlanguageproficiency.Inbrief,task-basedteachingistogetthestudentstolearnthelanguageandotherrelevantknowledgebydoingthetasksandusingthelanguage.TBLTemphasizestheimportanceoforganizingacoursearoundcommunicativetasksthatlearnersneedtodooutsidetheclassroom,andstresseslearnersdoingtasksthatrequirecommunicativelanguageuse.”“Ataskisapieceofworkoranactivity,usuallywithaspecificobjective,undertakenasapartofaneducationalcourse,atwork,orusedtoelicitdateforresearch（Crooks,1986）.”Thetaskisapieceofmeaningfocusedworkinvolvinglearnersincomprehending,producingandinteractinginthetargetlanguage.Thetaskrelatestotherealityandcanbecompletedbyusinglanguage.Itfocusesonexpressinglearners’ideasandfindingagoodwaytosolvetheproblemtheymeetinlearning.

2.2TheapplicationofTBLTinEnglishReadingclass

ComparedwithTeacher-centerednessteachingmethod,TBLT（theshortformoftask-basedlanguageteaching）isfrequentlypromotedasaneffectiveteachingapproach,superiortotraditionalmethods,andsoundlybasedinboththeoryandresearch.Ithasachievedsomethingofthestatusofaneworthodoxy.However,theresearchontask-basedlanguageteachingisintheexperimentalstageinChina,TheNationalEnglishLanguageStandards,publishedin2001,Hu（2005,15）stronglyadvocatestask-basedlanguageteaching,thelatestmethodologicalrealizationofcommunicativepedagogy”.Threeyearslater,inthespringof2004,theStateMinistryofEducationissuedCollegeEnglishCurriculumRequirements（ForTrialImplementation）whichstipulatedthattheaimofCollegeEnglishistodeveloplearners’abilitytouseEnglishinanall-roundway（2004,1）andin2007theneweditionoftheCollegeEnglishCurriculumRequirementsholdsthattheaimofCollegeEnglishistodevelopstudents’abilitytouseEnglishinawell-roundedway（2007,25）,which,inasense,highlightedthepromiseofthejourneytoTBLTinourcountry.

Meanwhile,readingisaveryimportantpartofEnglishteaching.Itisalsotheeffectivewayofgettingusefulinformation.TBLThasitsownadvantages,andtheseadvantagescansolvesomeoftheproblemsexistinginthereadingclassofhighvocationalcolleges.TherearesomeoftheadvantagesthatTBLTcauseswhenitisappliedinthereadingclass.Firstly,tasksaregiventostudentsatthebeginningofthereadingclass.Asforthesamereadingtasks,thereareknowledgegap,abilitygap,informationgapandculturegapbetweendifferentstudents.Inordertofinishthetasks,thestudentsneedtocollectinformation,arrangeandsumupthem,andthensolvetheproblems.Soitcantrainstudents’abilitiesoflearningandexploringindependently.Secondly,eachstudentundertakestasks.Allstudentskeeponcommunicatinginformationandfeelings,exchangingideaswiththelanguagetheyhavelearned.Thatistosay,thefocusonmeaningandcommunicationwouldgreatlymotivatethestudentstolearnautonomouslybyhavingopportunitiesinparticipatinginallkindsofactivities.Itisinfavorofformingastudent-centeredclassroom.Thirdly,becausetasksarealwaysactivitiesinwhichthetargetlanguageisusedbythelearnerforacommunicativepurposeinordertoachieveanoutcome（Willis,1996）.Thatistosay,TBLThasspecificgoalindetail,itisbeneficialtoarousingstudents’learningmotivation.Intheprocessoffinishingthereadingtasks,thestudentsareeasytoseethevalueoflearning,toexperiencethesuccessoflearning,bothofwhichcanstimulatetheirinterestinginEnglishreading,andcanmakethemmoreactiveinreadinglearning.Atlast,inordertocompletethetasks,morethanonelanguageknowledgeandskillsareneeded,soitisinfavorofimprovingstudents’integratedpragmaticlanguagecompetence.SothewritersharestheopinionthatimplementingTBLTinteachingreadingincolleges.Andillustratethepointwithanexperiment.

3.TheoreticalBackground

ThisthesisisonthebasisofthetheoreticalonTBLT.WhilethetheoreticalbasisforTBLToriginatesfromawiderangeofaspects:

psychology,socio-linguistics,languageacquisitionandcurriculumtheoryandsoon.

Inthissection,abriefintroductionismadeonLanguageAcquisitionTheory.Theearlysupportforcontent-basedinstructioninthesecondlanguagedevelopmentisKrashen’sInputHypothesis（1982,1985,1989）.Itclaimsthatsecondlanguageacquisitionresultsfromcomprehensibleinputprovidedinsufficientquantitieswithinarealcommunicationsituation,andthatlearnerssubconsciouslyacquirenewlinguisticstructuresbyunderstandingmessagesthatcontainthesestructures,withtheaidofextra-linguisticinformationfromthecontextinwhichthemessageareembedded.OxfordandScarcella（1992）pointoutthat“ifstudentsareactivelyengagedinmeaningful,relatedtheme-basedtasks,theygainrepeatedexposuretoKrashen（1982）viewsthelearners’emotionstateorattitudeasanadjustablefilterthatfreelypasses,impedes,orblocksinputnecessarytoacquisition,inhistheory,learners’highmotivation,self-confidence,andlowpersonalanxietyaregoodforsecondlanguageacquisition,RodgersandRichards（2002,183）arguestheaffectivesideofthelearnershasaprofoundinfluenceonlanguagelearning.Goodlanguagelearnersareoftenthosewhoknowhowtocontroltheiremotionsandattitudesaboutlearning（Naiman,Frohlich,&Todesco,1985;Wenden,19886）.Positiveemotionsandattitudescanmakelanguagefarmoreeffectiveandenjoyableintheirlearningprocess.WhileTheOutputHypothesisSwain’s（1985,1995）highlighttheopportunities