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

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

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HowtoImproveSeniorHighSchoolStudentsSpokenLanguageByApplyingTaskbasedLanguageTeaching

HowtoImproveSeniorHighSchoolStudents’SpokenEnglishbyApplyingTask-basedLanguageTeaching

By

TianPing

Underthesupervisionof

LiuDan

ATHESIS

Submittedinpartialfulfillmentoftherequirements

forthedegreeof

BACHELOROFART

InEnglishLanguageandLiterature

SchoolofForeignLanguages

ShaanxiNormalUniversity

May,2014

Acknowledgements

I’mreallygratefultoallwhohelpmetofinishthisthesis,whichisaverydifficulttimeformetospend,forIhaveneverwrittenthethesisbefore.Inparticular,Iwanttoexpressmythankstomysupervisor,Ms.LiuDan,whohasgivenmealotofhelpduringmywriting.Sheisverypatienttome.Andsheguidedmethroughoutthewholewritingprocess.Shereadsmydraftcarefullyandalwaysoffersmesomesuggestionswhicharesomuchuseful.FromthispaperIbenefitalotfrommyclassmatesandteacherswhogivesomanyvaluablesuggestions.

Inwritingthispaper,Ireallybenefitalotfromthepresenceofmyteachersandclassmates.Duringsparetime,theyhelpedmecollectthematerialsandotherinformation.Hereby,Iwanttoshowmyappreciationforthem,whohelpedmealottofinishthepaper..

Myfamilyandfriendsalsohelpedalot.WhenIfeeldisappointed,theyarebymysideandencouragemetotrymybesttofinishthepaper,whosharemywoeandweal.Therefore,Ifeelluckywiththem.

Finally,thelibraryandthestaffinourschoolofferalottome.Withouttheirhelp,Icouldnotfinishthepaper.

Abstract

Todaywearelivinginaglobalworld,whichmeansEnglishplaysanimportantroleintheglobalizationandithasalreadybecomethefirstchoiceforcommunicationamongdifferentcountries.Uptonow,anumberofChinesestudentshavecometoAmericatolearnEnglish,.Almost60%peopleintheworlduseEnglishregularly.Inchina,everyonelearnsEnglishwhentheyareyoung,becauseoftherequirementsofsociety.However,thecurrentsituationisthatmoststudentsspeakratherpoorEnglish.Especiallyinseniorhighschool,facedwiththecollegeentranceexamination,studentspaylessattentiontotheirspokenEnglish,whichleadstothepoorcommunicationskills.Actually,thereexistrequirementsforfluentcommunicationinsyllabusofseniorschoolinEnglishlanguageteachingandlearning.Thenewcurriculumstandardsin2003alsoshowedthateveryhighgraduateshouldhaveacommandofbasiclanguageknowledge,makeaconscioususeofEnglishandemployEnglishasatooltoaccessinformationandtosolveproblems.Therefore,howtoimprovestudents’spokenEnglishbecomesabigprobleminEnglishteachingandlearninginourcountry.Aneffectivewaygoesfirstintoourconsideration.Asaresult,inordertosolvetheproblem,thispaperfocusonapplyingtask-basedlanguageteachinginEnglishclasstoimprovestudents’spokenEnglishinseniorhighschool.Task-basedlanguagecameintobeingin1980s,whichhasbeenpopularinmanywesterncountries.ItisthenewdevelopmentofEnglishteachingmethodsinwesterncountries,whichisbasedonTeachingLanguageasCommunication.InChina,withthepublicationofthenewnationalcurriculumstandard,lotsofexpertsandeducatorsstarttoexplorethisnewapproachandpreparetoputitintothepractice,especiallyinmiddleandprimaryschools.From1998,Task-basedlanguagebeginstobeusedintheprimaryandmiddleschools.Inthispaper,theauthormainlydiscusshowtoenhancestudentsspokenEnglishbyusingtask-basedlanguageteaching.

Keywords:

SpokenEnglish;Task-basedlanguageteaching,seniorhighschool;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，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，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

TableofContents

Acknowledgements…………………………………………………………………………i

Abstract....................................................................................................................................ⅱ

摘要ⅲ

TableofContentsⅳ

I.Introduction..........................................................................................................................1

II.Literaturereview.................................................................................................................2

A.Introduction……………………………………………….………………………..…………..2

B.Background……………………………………………………………………….…………..2

1.OriginofTBLT……………………..………….…………………………………….…………….2

2.ThetheoreticalbackgroundofTBLT………………………………...……………….………..…..3

C.TheintroductionofTBLT…………….…………………...…………………………….…..3

1.ThedefinitionofTBLT……………………….………………………………………………........3

2.Thedefinitionoftasks….……………………………………………………………...……….......4

3.TheadvantagesofTBLT……………………….……………………………………………..........4

4.Typesoftasks……….….……………………………………………………………...…………...5

III.TheproblemsofspokenEnglishteaching.......................................................................5

A.Lackofstudents'motivationsforspokenEnglishlearning...…..……………….……........5

B.Theteachers'spokenlanguagelevelneedstobeupgraded………………………….…..…....6

C.Lackofdesirablespokenlanguageenvironment………………………..……………………..7

D.Notenoughself-confidenceinspokenEnglishlearningamongEnglishlearners................7

E.TheinfluenceoftraditionalEnglisheducationsystem...…..……………………..................8

IV.TheimprovementofspokenEnglishbyapplyingTBLT...............................................8

A.SpokenEnglishanditsfeatures..................................................................................................8

B.TheoreticalbasisofTBLTinspokenEnglishteaching...........................................................8

C.TheimplementationofTBLTintospokenEnglishteaching..................................................9

1.ThecontentofTBLTmethod...........................................................................................................9

2.TheapplicationoftheprinciplesofTBLTinthespokenEnglishteachingclass…………..…...10

3.Task-basedlanguageteachingstages.............................................................................................10

4.Theprocessofatask…………………………………………………………….…….…..…..11

D.ThesignificanceofTBLTintospokenEnglishclass............................................................12

V.Conclusion...........................................................................................................................13

VI.References.........................................................................................................................15

I.Introduction

Asakindoflanguage,Englishisatooltocommunicatewitheachotherindailylife.InEnglishlearning,themostusefulskillistospeak,whichisthemostfundamentalneed.Always,thefirstimpressionofoneisjudgedbyhisorherabilitytospeakfluentlyorcomprehensibly.Therefore,teachersshouldtrytheirbesttohelptheirstudentsspeakEnglishfluently.However,inseniorhighschools,becauseofthecollegeentranceexams,teachersandstudentspaylessattentiontoEnglishspeaking.Chinesestudentsspendsomuchtimeinmemorizingnewwordsortakingexams.However,whentheymeetnativeEnglishspeakers,theyrealizetheirpoorEnglish.Itisatthatmomentthattheyrealizethattheyignorethemostimportantpartoflanguage,whichiscommunication.Alotofeducatorsbringoutsomesuggestionsthatteachersshouldtakesomemeasurestochangethatkindofsituation.Englishclassshouldnotbeanexamclass.Accordingtoit,aseriesofdifferentspokenEnglishteachingmethodscomeout.Task-basedlanguageteachingisoneofthemethodstohelpstudentsenhancetheirspokenEnglish.Nowadays,task-basedlanguageteachingwhichisafurtherdevelopmentofcommunicativelanguageteachingiswidelyspreadallovertheworld.Since1980s,task-basedlanguageteachingapproachhasagreatimpactonsecondlanguagelearning.Task-basedlanguageteachinghelpsstudentsimprovetheirabilityofusinglanguagebyaccomplishinglotsofrealtasks.Itisaformoflearner-centered.Thispaperfocusesonhowtoimprovestudents’spokenEnglishbyapplyingtask-basedlanguageteaching.Itdevelopsfromaspectsasfollows,whatistask-basedlanguageteaching,theproblemsofspokenEnglishteaching,theimprovementofspokenEnglishbyapplyingtask-basedlanguageteachingandthesignificanceoftask-basedlanguageteachingintospokenEnglishclass.

II.Literaturereview

A.Introduction

Asanewlydevelopedway,task-basedlanguageteachingwhichincludeslearner-centered,reallifetasks,meetsthedemandofstudents’practicinginthereal-worldtasksinEnglish,thusitappealsresearchinterestinEnglishteachingfiled.TBLTcanbeseenasadevelopmentofthecommunicativemethod.

B.Background

1.OriginofTBLT

Task-basedlanguageteaching（TBLT）,togetherwithCommunicativeLanguageTeaching,NaturalApproach,CooperativeLanguageLearning,Content-basedInstruction,isdevelopedfromcommunicativeapproach.IthasbeenprevalentinWesternCountriessince1980s,butnotuntil2001itemergedinChinatochallengethetraditionalitemizedform–basedmethodology.SomeofTBLTproponentspresentTBLTasalogicaldevelopmentofCommunicativeLanguageTeachi