任务型教学法在中学英语教学中的应用(英文)

Abstract: Task-based Teaching Instruction is one of the most successful teaching methods in the world at present. It can promotes the students’ learning interests, enhances their satisfaction and it is very helpful to develop their cooperation and active sense of participation. This thesis has clarified the definition, theoretical basis and characteristics of task-based instruction. In this thesis the author has expounded in detail principles of tasks, some styles of task-based instruction in senior English teaching and specified contents and procedures of implementing this mode in English classes. And the author has also summarized a survey of the various significances and cautions of TBI complemented in senior schools. Hence the purpose of this thesis is to survey some theoretical principles of the TBI and to explore the effective ways of complementing those principles in senior English teaching.

Key words: Task-based Instruction; Senior schools; English teaching

摘  要：任务型教学法是目前世界上最为成功的教学方法之一。几十年的研究表明任务型教学法能激发学生学习的兴趣，增强学生的自信心，有利于培养学生的合作精神和主动参与的意识。本文以任务型教学法的定义、理论依据及其特点为基础，阐述了该任务型教学模式的实施原则、设计类型、课堂教学任务化具体实施过程，总结了任务型教学法在中学英语教学中的应用的现实意义和其在实施中应注意的问题，希望从理论和实践两方面提高中学英语教学质量，为促进任务型教学发的实施提供必要的理论支撑。

关键词：任务型教学法；中学；英语教学

Introduction
Task-based instruction, a teaching method currently used widely in foreign language teaching, attaches great importance to the student-based education concept and brings students’ initiative into full play. To present a communicative purpose, communicative task-based, content-based, and theme-based approaches have been taken into language classrooms. Task-based Instruction is assumed to be a proper and productive approach to motivate students, and the principal engine for developing second language proficiency in the language classroom. Students in an EFL classroom should be encouraged to develop their proficiency mainly through meaningful self-expression. Providing an open-ended communication task, EFL teachers may activate learners’ free expression. In task-based instruction, students participate in communicative tasks in the target language. In performing the task, EFL students can experience an achievement of producing, manipulating, or interacting in authentic language while attention is principally paid to meaning rather than form. When interacting with others, learners may get to encounter some languages which may beyond their present ability, but they assimilate it into their knowledge of the target language for use at a later time. Also, the collaborative peer interaction should be phased in to replace more teacher-fronted interaction and caretaker dependence.

1  Introduction of task-based instruction
Each kind of language teaching approach reflects its specific cognition towards the essence of language, the process of language study and teaching and learning for language and is basis on its relevant theory. Task-based Instruction is not an exception. Its origins within communicative language teaching and second language acquisition research are sketched.
1. 1 Definitions
More and mare professionals in language teaching come to realize that an important aspect of language learning. Communication is considered as a major purpose for most of the learners. In communication, people have to fulfill some tasks. Most professionals have the opinion that a foreign or second language may be learned most efficiently when presented in a way that is interesting and necessary for the learner. So the approach of task-based instruction can be simply defined as the integration of language learning with particular task.
1. 1. 1 Definition of task
“A task is a piece of work undertaken for oneself or for others, freely or for some reward.”[1] It is meant what people do in everyday life, at work, at play, and in between. Task is a piece of work or an activity, usually with a specific objective, undertaken as part of an educational course, at work, or used to elicit data for research. Tasks are activities which have meaning as their primary focus. Success in the task is evaluated in terms of achievement of an outcome, and tasks are generally bearing some resemblance to real-life language use. The communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to convey meaning rather than to manipulate from David Nunan. “ An activity which requires learners to arrive at an out come from given information through some process of thought, and which allowed learners to control and regulate that process.”[2] Ellis distinguished between task-supported teaching, in which tasks are a means for activating learners' prior L2 knowledge by developing fluency, and task-based teaching, in which tasks comprise the foundation of the whole curriculum. I am concerned here with the latter of the two. 转贴于 酷文网-论文下载中心 http://www.coolwen.net