语言,多媒体网络环境下高中英语任务型教学实践探讨

：任务型教学法上世纪80年代中期以来,在探讨语言功能和交际语言教学最有益、最受欢迎的教学策略。新的英语课程标准(实验稿)也明确提倡任务型语言教学法。任务型语言教学是由交际语言教学论述进展而来的新兴的教学途径。它坚持以教师为主导、以学生为的现代教育理念,将语言的运用转化为具有实践作用的课堂教学方式,强调对学生语言运用能力的培养,进展学生的学习对策,推动学生革新精神和实践能力的提高。与此,信息技术的迅速进展,导致了教育理念的更新,信息技术与学科教学之间的整合已经课堂教学革新的走势。多媒体和网络教学辅助手段在英语教学运用由来已久,信息技术为语言学习了大量的多媒体资源,还能为语言的学习创造良好的学习环境。,实际教学中还有着不少不足,,但教师仍在课堂制约者,并在课堂上任务是语言操练,语言交流很少,学生仍然是被动的学习者。计算机辅助语言学习(CALL)仍然被教师忽略,很好的找到计算机和语言教学相策略导致学校和教师不愿意网络多媒体技术。作者实行网络多媒体技术和任务型教学的整合的英语教学策略,与传统的课堂英语教学比较实验探讨,寻找实行这两种教学策略结果的差别性,比如学生英语口头表达流利性和听力性、学生对英语学习态度和兴趣影响等差别。作者了问卷调查法、访谈法和实验法等多种探讨策略,前测一后测实验组和制约组的策略,实验前对仙居中学高一年级2个平行班的英语了前测,结果两个班级在英语和听、说、读、写上不有着性差别,实验：为实验班,为对照班,整个实验持续学期。后测定量浅析的策略试验结果作了SPSS的统计浅析。探讨：实验班教学策略,在英语听力和口语能力上显著优于传统常规的英语教学,实验和问卷调查也先前的假设,数据统计网络多媒体环境下英语教学有助于激发学生的学习兴趣,有助于增强学生的学习自信心,有助于提高学生的学习能力和效果.词：多媒体网络技术英语教学任务型语言教学计算机辅助语言学习启发
由www.618jyw.com整理,联系人员哦。Acknowledgements4-5Abstract5-77-11Chapter 1 Introduction11-171.1 Research Background11-131.2 Significance of the Study13-141.3 The Present Situation of the Foreign Language Teaching and Learning14-151.3.1 The Present Situation of the TBLT in China141.3.2. The Present Situation of the Application of the Multimedia14-151.4 Structure of the Thesis15-17Chapter 2 Literature Review17-332.1. Task-Based Language Teaching17-262.1.1 Definition of Task18-192.1.2. Components of Tasks19-202.1.3 Principles and Characteristics of Task-Based Language Teaching20-262.1.3.1 Characteristics of Tasks20-212.1.3.2 Features of TBLT21-222.1.3.3 Principles of Designing Tasks22-232.1.3.4 The Rationale for Task-Based Language Teaching Approach23-242.1.3.5 Principles of TBLT24-262.2 The Theoretical Basis of TBLT26-292.2.1 Psycholinguistics Basis Theory26-272.2.2 Constructivi Theory272.2.3 Second Language Acquisition Theory27-282.2.4 Curriculum Development Theory28-292.3 Review of Computer-Assisted Language Learning(CALL)29-332.3.1 The History of the CALL29-302.3.2 Typology and Phases30-33Chapter 3 Methodology33-483.1 Research Questions333.2 Participants333.3 Research method33-353.4 Experimental Processes35-363.5 The Record of the Teaching Process36-423.6 A Demonstration of Teaching in the Multimedia Environment42-483.6.1 Brief Description of the Multimedia Model42-443.6.2 The Demonstration44-48Chapter 4 Results and Discussion48-634.1 Results of the Questionnaires48-604.1.1 Results of the Questionnaire on Students' Interest and Attitude48-514.1.1.1 Attitude48-494.1.1.2 Interest49-514.1.1.3 Enhancement ofMotivation514.1.2 Results of the Questionnaire on Students'Opinion about Multimedia51-574.1.2.1 The Advantage of Language Input in the Multimedia Context534.1.2.2 Input and Output in Second Language Learning53-554.1.2.3 Learners' Affective Factors in the Multimedia Context55-564.1.2.4 The Development of Autonomous Learning56-574.1.2.5 Students' Comments574.1.3 Comparison of Students' Language Skills57-594.1.3.1 Listening Skill57-584.1.3.2 Speaking Skill584.1.3.3 Writing Skill58-594.1.4 Summary59-604.2 Results and Discussion of the Tests60-63Chapter 5 Findings and Implications63-675.1 Research Findings63-645.2 Limitations of the Study64-655.3 Implications of the Study and Recommendations for Future Research65-67References67-70AppendixⅠ The Questionnaire on Students' Interest and Attitude70-71AppendixⅡ The Questionnaire on Students' opinion about Multimedia-Network71-73AppendixⅢ The Pre-Test Examination Paper73-80AppendixⅣ The Post-Test Examination Paper80-93