通过任务型教学法来提升学习者的英语水平_英语论文

Enhancing Learners’ English Proficiency through Task-Based Teaching Approach

摘要

外语教学的目的不仅在于传授语言知识，更重要的是培养学生的语言能力，为了实现这个目标，语言学家及外语教师一直在探求一种实用的教学方法，培养学生的四种基本应用技能并设法培养学生的综合语言能力，使学生得以平衡全面的发展。

任务型教学法是二十世纪八十年代以来逐渐兴起的外语教学模式，目前在不少国家和地区盛行，在国内也有越来越多的英语教师对这一模式进行着探索和研究。基于任务的教学以学生为中心，倡导“做中学”，鼓励并引导学生参与教师设计的各种任务活动，并运用各种语言技能完成学习任务，是一种教学目标明确、计划性强、有组织的师生双边互动教学模式。任务型英语教学把传统教学理论的优势与现代教学思想的长处有机的结合起来, 摒弃了传统教学的弊端。任务型的发挥有利于英语课堂上师生的变化性活动,有利于学生创造性思维和创造意识的训练、培养和加强,发展学生的学习策略。

本文分为四章：第一章为文献综述。在这一章中，作者介绍了在社会建构理论中与任务教学法相关的成分作为任务教学法的理论基础，介绍了任务教学法的基本概念、模式及其在教学中的应用。具体介绍了任务前、任务中及任务后三个阶段应进行的教学活动，并提出了设计任务时应考虑的原则。

第二部分讲的是社会主义建构理论的基本定义，理论的分析。还有如何将这种理论运用到实践中去提高任务型教学法对英语学习者的作用。

第三部分讲的是通过问卷调查法相关的理论实验法的形式进行分析，分析任务型教学法对英语学习者的四项技能有着显著的作用。

最后一部分讲的是论文的总结部分，是对全文的总结，以及提出对任务型教学法的不足之处。

关键词：任务教学法；综合能力；社会建构理论

Abstract

The goal of English is to cultivate students’ practical skills to cope with the increasing communication need in the international community. For many years in language teaching field, linguists and language teachers have been engaged in the search for a practically effective way of teaching, which can develop student’s listening, speaking, reading and writing skills in a balanced way. 

Task-based approach was developed in the 1980’s and since then has gained increasing acceptance in second language teaching field. It advocates “learning through doing” and the involvement of students in a variety of activities in which students can practice their multiple skills. Task-based English teaching combines the advantages of traditional teaching theory with the advantages of modern teaching thought, and discards the disadvantages of traditional teaching. Task based approach is beneficial to the changing activities of teachers and students in English class, and is conducive to the training of students' creative thinking and creative awareness, and to train and strengthen the development of students' learning strategies.

This paper is divided into four chapters: the first chapter is literature review. In this chapter, the author introduces the related theory in the social construction and the composition of task teaching method as the theoretical basis. introduces the application of the basic concept, task teaching mode and in teaching. This paper introduces the teaching activities which should be carried out before, during and after the task, and puts forward the principles that should be considered in the design of the tasks of the three tasks.

In the second part of the dissertation, the basic definition and theoretical analysis of the theory of socialist construction are discussed. And how to apply this theory to practice to improve the role of TBLT in English learners.

In the third part, the author analyzes the teaching methods through the relevant theories and experimental methods, and analyzes that TBLT has a significant effect on the four skills of English learners.

The last part of the thesis is the summary of the thesis. It is a summary of the full text and the inadequacy of the task-based approach.  

Keywords: the TBA, the comprehensive skills, Social Constructivism

Contents

摘 要

Abstract

Acknowledgements

Chapter One  Introduction 2

1.1 Background of the study 2

1.2 Objectives of the study 3

1.3 Methods of the study 4

1.4 Organization of the writing 4

Chapter Two  Literature Review 6

  2.1 The several language teaching methods since 1960s6

2.2 Social Constructivism and Task-based Teaching Approach 8

2.3 Listening and Task-based Teaching Approach 9

  2.4 Speaking and Task-based Teaching Approach10

  2.5 Reading and Task-based Teaching Approach.11

  2.6 Writing and Task-based Teaching Approach11

Chapter Three  Social Constructivism 13

3.1 The definition of the Social Constructivism 13

  3.2 The analysis of the Social Constructivism13

3.3 The application of the Social Constructivism 14

Chapter Four  The application of TBA in four skills 16

  4.1 The questionnaire survey on the four skills based on the TBA16

4.2 The TBA and the reading skil18

  4.3 The TBA and the listening skil.21

  4.4 The TBA and the speaking skil.23

  4.5 The TBA and the writing skill25

Chapter Five  Conclusion.28

  5.1 The Major Findings28

  5.2 Limitations.29

References 30