任务型教学在基于计算机、网络英语教学中运用

随着基于计算机、网络的大学英语教学改革的深入开展,在计算机、网络技术与大学英语教学结合的过程中也出现了一些问题,如何充分利用计算机及网络为大学英语教学服务,提高广大学生的英语语言运用能力已经成为目前大学英语教改的一个新课题。本文以河北大学为例,对其大学英语教学改革的情况进行研究分析,从而提出将任务型教学运用于基于计算机、网络的大学英语教学的新模式,并在河北大学2006级部分学生中进行实验,用EXCEL和SPSS16.0分析实验组和对照组学生前后测成绩、通过问卷调查和访谈等办法进行评估,结果表明任务型教学能够改善基于计算机、网络的大学英语教学,提高学生英语学习的综合能力。【关键词】：任务型教学任务基于计算机、网络的大学英语教学大学英语教学改革
【论文提纲】：中文摘要5ABSTRACT5-10ChapterOneIntroduction10-121.1BackgroundoftheStudy10-111.2ObjectivesoftheThesis111.3OrganizationoftheThesis11-12ChapterTwoLiteratureReview12-292.1Task-basedLanguageTeaching(TBLT)12-242.1.1Tasks12-152.1.1.1DefinitionofTasks12-132.1.1.2TypesofTasks13-152.1.2Task-basedLanguageTeaching15-212.1.2.1DefinitionofTBLT152.1.2.2FeaturesofTBLT15-172.1.2.rinciplesofTBLT17-192.1.2.4FrameworkofTBLT19-212.1.3TheoreticalBasisofTBLT21-242.1.3.1SecondLanguageAcquisition21-232.1.3.2SocialConstructivi23-242.2ComputerandWeb-basedEnglishTeaching(CWBCET)24-292.2.1DefinitionofCWBCET242.2.2AdvantagesofCWBCET24-262.2.2.1.Individual-orientedLearning24-252.2.2.2.AbundantAuthenticMaterials252.2.2.3.MultimediaTechnology25-262.2.2.4.SufficientInteraction262.2.resentSituationofCWBCETinChina26-29ChapterThreeApplicationofTBLTinCWBCET29-443.1PracticesofHebeiUniversityTeachingReform29-313.1.1TeachingReforminHebeiUniversity29-303.1.2TeachingModelinHebeiUniversity30-313.2ProblemsinCWBCET31-333.2.1StudentsFeelIncompatiblewiththeTeachingModel31-323.2.2TeachersMakeHesitatingChangeofTheirRoles323.2.3LimitationoftheWebsite32-333.3ApplicationofTBLT33-443.3.1TaskDesigning33-373.3.1.1AuthenticityPrinciple33-343.3.1.2DiversityPrinciple343.3.1.3DifficultyDependencyPrinciple34-363.3.1.4InteractivityPrinciple36-373.3.2TaskList37-393.3.3TaskImplementing39-443.3.3.1Pre-taskPreparation39-403.3.3.2Task-cycle40-413.3.3.3LanguageFocus41-44ChapterFourExperiment44-624.1Objectives444.2Subjects444.3InstrumentsandMaterials44-464.4DataCollection464.4.1ScoresinPre-test464.4.2ScoresinPost-test464.4.3ResultromtheQuestionnaires464.5DataAnalysis46-474.6FindingsandDiscussions47-624.6.1AnalysisofScoresinPre-test47-494.6.1.1EnglishScoresinNationalEntranceExamination47-484.6.1.2ScoresinPre-test484.6.1.3ScoresofListeningComprehensioninPre-test48-494.6.1.4ScoresofReadingComprehensioninPre-test494.6.2AnalysisofScoresinPost-test49-524.6.2.1ScoresinFinalExamoftheThirdTerm49-504.6.2.2ScoresinCET-450-514.6.2.3ScoresofListeningComprehensioninCET-4514.6.2.4ScoresofReadingComprehensioninCET-451-524.6.3AnalysisoftheQuestionnairesbeforetheExperiment52-564.6.3.1Students’OpinionsonEnglishLearning52-534.6.3.2Students’LearningStrategy534.6.3.3Students’OpinionsonCWBCET53-544.6.3.4DescriptiveAnalysisoftheResultsoftheObservedClass54-564.6.4AnalysisoftheQuestionnairesaftertheExperiment56-584.6.4.1Students’LearningStrategy564.6.4.2DescriptiveAnalysisoftheResultsoftheObservedClass56-584.6.5Discussion58-624.6.5.1PositiveResultsoftheStudy58-594.6.5.2ProblemsandChallengesDemonstratedbytheStudy59-62ChapterFiveConclusions62-655.1MainFindings62-635.2LimitationsoftheStudy635.3SuggestionorFurtherStudy63-65Bibliography65-68Acknowledgements68-69AppendixⅠ69-71AppendixⅡ71-73AppendixⅢ73-76AppendixⅣ76-78AppendixⅤ78-82在学期间发表的学术论文和参加科研情况82