中英语教师任务型教学策略应用现状研究_英语论文

On the Characteristics of EFL Teachers’ Application of TBLT in Teaching 

摘要

早从20世纪起，外语教学中对教学方法的研究快速发展，任务型教学（Task-based Language Teaching）于20世纪80年代被提出并迅速兴起。任务型教学模式是一种“从做中学”的语言教学模式，旨在使学习者通过完成各种具体真实的任务，对语言进行恰当运用，来学习一门新的语言。我国于2001年颁布了《全日制义务教育普通高级中学义务教育课程标准》，明确提出应用任务型教学策略要求。新课标颁布至今，任务型学习策略被广泛推广，相关理论研究层出不穷。然而，随着中学教育环境，教师教学观念，教学能力等不断变化发展，任务型教学策略如今在教学实践中的应用现状究竟如何了? 教师们遇到哪些困难并有哪些可行的解决方法呢？

本文共分三个部分：第一部分为文献综述，系统介绍任务型语言教学的定义，任务类型，任务型语言教学策略理论基础。第二部分对初中英语教师任务型教学策略现状进行调查研究，分析调查所获数据，从英语教师对任务型教学的态度与看法，任务型教学策略应用的特点，以及任务型教学实施过程中遇到的困难三个方面进行分析与讨论。第三部分则是得到的启示和对未来初中英语任务型教学的研究提出建议。

关键词: 初中英语 任务型语言教学策略 应用现状 调查

Abstract

Back from the 20th century, researches of the teaching approach for foreign language teaching have developed rapidly. Task-based Language Teaching was put forward in the 1980’s and widely spread. It’s a pattern which advocates “learning by doing”. The purpose of it is to help students learn a new language by accomplishing tasks through the proper use of the language. The Ministry of National Education一Basic Education promulgated new ”English Curriculum Standards” in2001, and it put forward “Task-Based Language Teaching”(TBTL). The request of TBLT in the new curriculum standards has been by more and more schools. It contributes to the implementation of this advanced teaching approach. However, with the rapid changing of the education environment, the teaching concept of teachers and their teaching competence, it’s important for us to know what’s the current situation of the implementation of TBLT in middle school? Is there any feasible ways to improve TBLT?

The thesis consists of three major parts. 

Part one is the literature review. It illustrates the contents of Task-based Language Teaching. Typical definitions and types of task are presented, and features as well as theoretical bases of task-based language teaching are discussed in this chapter. 

Part two is the specific analysis. An investigation on the implementation of Task-based language teaching in junior middle schools was conducted. After disposing and processing the data, an analysis of teacher’s attitudes, the specific characteristics of the implementation of TBLT and the difficulties in TBLT, along with relevant charts are presented in this part.   

Part three is the implication and suggestion part. It provide valuable suggestions for study of this theme in the future.

Key words:  junior middle school, TBLT, investigation