中职英语任务型教学应用研究预答辩the study of application of task based teaching in secondary voc.docx

中职英语任务型教学应用研究预答辩the study of application of task based teaching in secondary voc.docx

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中职英语任务型教学应用研究预答辩thestudyofapplicationoftaskbasedteachinginsecondaryvoc

中职英语任务型教学应用研究

TheStudyofApplication ofTask-basedTeachinginSecondaryVocationalSchoolEnglish Teaching

摘要

经济全球化的发展形势将具有最大使用范围的英语推向更高的地位，而英语教学也愈加受到人们的关注，国内外学者纷纷投入对英语教学的研究。

而目前备受国内外推崇的英语任务型教学模式，是语言学、语言教学和教育心理学等相关学科综合的先进研究成果。

本文通过阐述中职教学发展现状和英语任务型教学在中职学校运用的意义的分析，引出中职英语任务型教学研究的主题。

在简要介绍任务、任务型教学、任务型教学模式的基本概念和任务型教学的国内外研究综述的基础上，采用文献综述法、问卷调查法、行为研究法和比较分析法进行研究。

以山东省某一中职学校为研究案例地，选择两个班级作为实验班和对照班，通过问卷调查和实地访谈，对任务型教学法在中职学校英语教学的研究效果进行调查和分析。

针对任务型教学方法在教学应用中利大于弊的研究结果，从教育者和教师的角度，提出任务型教学模式在中职英语教学中使用的建议。

此外，本文在调查时间、调查范围、调查设计上仍存在些许不足

关键词:

任务型教学；英语教学；中职学校

Abstract

Withthefurtherdevelopmentofeconomicglobalization,moreandmoreresearchersarenowadaysfocusingonEnglishteaching.Undersuchacircumstance,thedomesticandforeignscholarsbegantopaymoreattentiontothestudyofEnglishteaching.Atpresent,thedomesticandforeigneducatorslaymuchstressontheimportanceoftask-basedEnglishteachingwhichisateachingapproachdevelopedwiththecombinationoflinguistics,languageteachingandeducationalpsychologyandotherrelateddisciplines.

Byanalyzingthestatusquoofeducationaldevelopmentandthesignificanceofapplyingthetask-basedEnglishteachinginsecondaryvocationalschools,wefinditquitenecessarytointroducethetask-basedapproachofteachingEnglishinvocationalschools.Thepresentresearchisconductedbyadoptingthedocumentarymethod,questionnairesurvey,actionresearchmethodandcontrastiveanalysisapproach.BytakingYantaiEngineeringandTechnologyCollegeinShandongprovinceasacasestudy,wechoosetwoclasses,oneissetastheexperimentalclass,whiletheotherissetasthecontrolclass.Intheprocessofconductingtheresearch,wewouldapplythetask-basedapproachofteachingEnglishintheexperimentalclass,andcarryoutthequestionnairesurveyandinterviewsattheendoftheresearchtoexamineandanalyzetheresults.Basedontheresultsoftheadvantagesoutweighthedisadvantagesofthetask-basedteachingmethodintheteachingapplication,andfromtheperspectiveofeducatorsandteachers,putforwardthesuggestionstoadoptthetask-basedteachingmodeinvocationalcollegeEnglishteaching.Inaddition,thereexistssomeproblemsabouttheinvestigationtime,thescopeofinvestigation,theinvestigationdesigninthispaper.

Keywords:

thetask-basedteaching;Englishteaching;thesecondaryvocationalschool

Contents

摘要2

Abstract3

ChapterOneIntroduction6

1.1BackgroundoftheStudy6

1.2ThePurposeandSignificanceoftheStudy7

ChapterTwoLiteratureReview9

2.1ForeignResearchonTask-basedTeaching9

2.2DomesticResearchonTask-basedTeaching10

2.3Definitions,CharacteristicsandClassificationoftask13

2.3.1DefinitionsofTask13

2.3.2CharacteristicsofTask15

2.3.3ClassificationofTask17

2.4TheTask-basedTeachingModel19

2.4.1RepresentativeViews19

2.4.2TheImplementationProcess21

2.5TheoreticalBasis23

2.5.1ConstructivismTheory23

2.5.2TheoryofLanguageAcquisition25

2.5.3TheoryofPsychologicalLinguistics26

2.6AdvantagesofApplyingTask-basedTeachinginEnglishTeachinginSecondaryVocationalSchools26

2.6.1FosteringIndependentLearningAbility27

2.6.2TakingtheStudentsastheCenter28

2.6.3StrengtheningPractice28

2.6.4ReflectingDifferences29

ChapterThreeResearchMethodology31

3.1ResearchGoals31

3.2ResearchSubjects31

3.3ResearchInstruments32

3.3.1LiteratureReview32

3.3.2Questionnaires33

3.3.3ActionResearchMethod33

3.3.4ComparativeAnalysis34

ChapterFourResearchResultsandAnalysis36

4.1AnalysisofTeachers36

4.2AnalysisofStudents38

4.3FurtherAnalysis39

ChapterFiveSuggestions44

5.1DealingwiththeRelationshipDialectically44

5.2GraspingtheGuidingIdeology44

5.3FullyApplyingDevelopmentalTeachingStrategy46

5.4PayingAttentiontoReconstructionofKnowledgeStructure48

5.5FocusingonReformingtheEvaluation48

5.6SeekingtheSupportActively49

5.7CreatingLanguageApplicationEnvironment50

5.8CarryingOuttheResearch50

ChapterSixConclusions52

6.1PedagogicalImplications52

6.2LimitationsofThisResearch54

Reference56

Appendix60

Appendix1：

60

Appendix2：

62

Appendix3：

64

ChapterOneIntroduction

1.1BackgroundoftheStudy

Withthefurtherdevelopmentofreformandopeningup,moreandmoretechnicaltalentsweretransportedtooverseastolearnnewknowledge.AndChinesesecondaryvocationaleducationhasbeensupportedbythecountryaswell.TheDecisionoftheCentralCommitteeoftheCommunistPartyofChineseStateCouncilonDeepeningEducationReformandComprehensivelyPromotingQualityEducationin1999pointedoutthatweshould"buildtheeducationalsystemthatmayadaptitselftothesocialistmarketeconomicsystemandtheinheretothelawofeducation.Oneofthefocusesisto"vigorouslydevelopsecondaryvocationaleducation”asTheDecisionfurtherpointingout.Inrecentyears,thesecondaryvocationaleducationinChinahasmaderemarkableprogress.

Withtheadventofthe21stcentury,especiallysinceChina’sentryintotheWTO,itmeansthatChinawillenteraneweraoftheeconomicglobalizationandknowledge-basedeconomy,theexternalcommunicationbecomesmoreandmorewidely.Masteringtheinternationallanguagewillbecomebasicskillsforthecontemporaryyoungstudentsincludingthevocationalstudents.Inordertocatchupwiththetrendofsocialdevelopment,itisimperativetoexploresomenewEnglishteachingmodels.

Inrecentyears,EnglishteachinginChinahasgainedgreatprogress,duetothevariousreasons,however,therestillexiststheprominentprobleminEnglishteachingsuchasthinkhighlyofknowledge,butdespiseability.Teachersgivethefirstplacetoexplaintheknowledgeofvocabularyandgrammar,theamountoflanguageinputistoosmall.Thereexiststhecommonprobleminsecondaryvocationalschoolsthatissingleteachingmodeandmethod.Nowadays,manyteachersstillfollowthetraditionalteachingmode,andteachers’lecturetimetakeaccountof70%oreven90%inoneclass,sotheopportunitiesforstudentstoparticipateinclassroomactivitiestoexpresstheirviewsarelimited,andstudentsblindlyrelyontheteachingmaterialsandteacherswithoutthinkingseriously.Thisteachingmethodishardtodevelopstudents’comprehensiveabilitiesinlistening,speaking,readingandwriting,anditisalsodifficulttocultivatestudents’abilitiesofthinking,analyzingandsolvingproblem.ManystudentshaslearnedEnglishforafewyears,buttheydidnotdaretospeakandtalkwithothersinEnglishaftergraduation.Thosestudentscultivatedinthiswaycannotmeettheneedoftheinternationalcommunication.Ithampersseriouslytheforeignlanguageteachingtomoveforward.

Ontheonehand,atpresent,manyteachersstillfollowthetraditionalmodetoteachforalongtime,ontheotherhand,thereexistscomplexityinthesecondaryvocationalschoolandtheunevenentranceexamscores.ThosefactorscausedsecondaryvocationalEnglishteachingbeingtime-consumingandinefficient,atthesametime,theoverallqualitiesarenothigh.Therefore,howtoimproveteachingefficiencyandtheEnglishlevelofthevariousstudentsinsecondaryvocationalschoolhasbecomeasubjectformostoftheEnglishteachersinsecondaryvocationalschools.

1.2ThePurposeandSignificanceoftheStudy

Accordingtomanylanguageeducators'pointofview,thebasiccharacteristicofthetask-basedteachingmodelisthatitemphasizesonhelpinglanguagelearnerstolearnanduselanguagepositively.Whethertherealtasksoreducationaltasks,itcanalwaysenablelanguagelearnerstohaveastronglanguagelearningmotivation,sothattheycanbecomeautonomouslearners.Generalspeaking,thetask-basedteachingmodeisamethodtouselanguagetodothings,solveproblems,andcompletetasks.Obviously,italsohaseffectontrainingthestudents'abilities.Definitely,thetask-basedteachingdoeshavemanyadvantages.However,therestillexistproblemsinteachingprocess,suchashowtodesignthetasksinclassroomteaching,howtocarryoutthetask,whichoccupiedtoomuchtime,whethermakethesimilareffectsforthedifferentteachingobjectplagueus,especiallytheeffectofthetask-basedteachingintheclassroompracticeisnotveryclear.From2009to2010,thenationalprojectsresearchcenterintheforeignlanguageeducationpointedoutthatthetask-basedteachingmethodisoneoftheprojects.Oneofthedeclarednationalprojectsin2008inShenzhenisApplicationoftheTask-basedLearningTeachinginReading.Tosomedegree,thepracticalresearchonthetask-basedteachingmodelisjustunfolding.Butwhethersomestudiesshouldbecarriedonorcarriedout,itdependsonthepossibilityofapplicationincompulsoryeducationandhighschooleducation.Therefore,itisveryimportanttoapplythetask-basedteachingmodelresearchontheapplicationofvocationalEnglishteaching.Throughtheresearchandexplorationinthedevelopmentsituationofthetask-basedteachinginvocationalEnglishschoolistakenintoconsideration,itisstillalongwaytousethetask-basedlearningteachingtoenrichtheteachingofEnglishinsecondaryvocationalschoolandimprovethequalityofEnglishlearning,toexplorethepracticalteachingmethodofthetask-basedlearningteachinginvocationalEnglishteaching.

1.3Structure of the thesis

Thisthesismainlyhassixparts.Thefirstpartisintroductioninwhichtheresearchbackground,researchsignificanceandresearchmethodsarebrieflystated.Thesecondpartisliteraturereview,whichprovidesacriticalov