任务型英语教学在高职院校中运用与探析

任务型语言教学是20世纪80年代兴起的,夸大|教学论文网|“做中学”的语言教学方法,是交际法教学的一种发展形态。“任务”教学法的核心思想是“学生为中心,用语言做事”。在这个过程中,学习者需要通过合作与互动完成任务达到交际的目的。此法在语言教学方面倍受关注。在中国,任务型语言教学法己经被应用到中小学教学领域,并且很多学者提倡在高等教育中也使用任务型教学法。目前高等职业专科院校英语教学模式是传统s教学模式—Presentation,Practice,Production即讲授、练习和运用的模式,这一模式导致学生英语水平提高缓慢甚至使学生产生抵触情绪。本研究采用准实验法,试图证实任务型英语教学模式比传统s教学模式更加有效。受试对象被缩小到高等职业专科院校英语专业二年级学生,总数为100人,其中实验班50人,控制班50人。经过历时为一个学期的研究,笔者对两个班在实验前后的相关数据进行定量定性对比分析,拟回答以下两个问题:1)任务型英语教学比传统英语教学更加有效吗?2)任务型英语教学有益于提高学生的英语学习兴趣和形成学习英语的积极态度吗?实验结果表明任务型英语教学不仅能够提高学生英语水平,增强学生学习兴趣,而且有益于帮助他们形成良好的英语学习的态度。【关键词】：任务型语言教学英语教学模式兴趣态度
【论文提纲】：Acknowledgements4-5Abstract5-6摘要6-11Chapter1Introduction11-131.1Introduction111.2TheObjectivesoftheResearch11-13Chapter2EnglishTeachingandLearninginVocationalColleges13-172.1ThePresentSituationoftheEnglishTeachingintheVocationalColleges13-172.1.1TheCharacteristicsofEnglishTeachingintheVocationalColleges14-152.1.2TheProblemsintheEnglishTeachingintheVocationalColleges15-17Chapter3RationaleortheTask-BasedLanguageTeachingApproach17-313.1DefinitionsofTask17-193.2TheoreticalUnderpinningstoTask-BasedLanguageTeachingApproach19-313.2.1LearningTheories19-233.2.1.1J.S.BrunerandDiscoveryLearningTheory203.2.1.2D.P.AusubelandMeaningfulLearningTheory20-213.2.1.3SocialConstructiveLearningTheory21-223.2.1.4HumanisticLearningTheory22-233.2.2SecondLanguageAcquisitionTheory23-263.2.2.1InputHypothesis243.2.2.2TheInteractionHypothesis24-253.2.2.3TheOutputHypothesis25-263.2.3ComponentsofTask,TaskTypesandModelsofTask26-313.2.3.1ComponentsoftheTask26-273.2.3.2TaskTypes27-293.2.3.3ModelofTask29-31Chapter4ExperimentonTask–BasedEnglishTeachinginVocationalColleges31-444.1ThePurposeofExperiment314.2Methodologies31-434.2.1Participants31-324.2.2Instruments324.2.3DataAnalyzingDevices32-334.2.4Procedures33-434.2.4.1Pre-Test34-354.2.4.2ClassObservation35-434.2.4.2.1ClassroomObservationofControlGroup35-384.2.4.2.2ClassroomObservationofExperimentalGroup38-434.2.4.ost–Test434.2.4.4TheQuestionnaire434.3DataAnalysis43-44Chapter5ResultsandFindings44-595.1ResultsRelatedtotheTwoResearchQuestions44-595.1.1ResultsRelatedtoQuestion144-465.1.1.1ComparisonbetweenTwoGroupsinthePre-Test44-455.1.1.2ComparisonbetweenTwoGroupsinthePost–Test45-465.1.2ResultsRelatedtoQuestion246-565.1.2.1ComparisonofStudents’AttitudesandInterestsinEnglishLearningbetweenTwoGroupsinClassObservation46-475.1.2.2ComparativeAnalysisofQuestionnairesbetweenTwoGroupsbeforeExperiment47-505.1.2.3ComparativeAnalysisofQuestionnairesbetweenTwoGroupsafterExperiment50-535.1.2.4ComparativeAnalysisofQuestionnaireromExperimentalGroup53-545.1.2.5ComparativeAnalysisofQuestionnaireromtheControlGroup54-565.1.3Findings56-59Chapter6Conclusion59-616.1Implications59-606.2LimitationsoftheStudyandFurtherSuggestions60-61Appendices61-81AppendixⅠPre-TestPaper61-68AppendixⅡFacetoFacewithGuns(ReadingText)68-70AppendixⅢEvaluationSheet70-72AppendixⅣPost-TestPaper72-79AppendixⅤQuestionnaire79-81Bibliography81-84