本科生毕业论文（设计）册
学院 XXX学院 专业 英语教育 班级 XXXX级英语教育X班 学生 XXX 指导教师 XXX
XXXX大学本科毕业论文（设计）任务书
编 号：
论文（设计）题目： 论任务型教学法在高中英语阅读中的应用 学院： XXX学院 专业： 英语教育 班级： XXXX级英语教育X班 学生姓名： XXX学号： XXXXXX 指导教师： XXX 职称：XX 1、论文（设计）研究目标及主要任务
本论文的研究目标是探讨任务型教学法的重要作用及其在高中英语阅读教学中的应用。其主要任务是通过分析任务型教学法来指导高中英语阅读教学。
2、论文（设计）的主要内容
本论文分为四章，第一章介绍了本研究的背景及主要内容；第二章介绍了有关任务型教学的国内外的理论与实践研究成果；第三章对比了任务型教学法与传统教学法，阐述了任务型教学法在高中英语教学中存在的问题及解决途径；第四章对论文做了整体总结，并指出任务型教学法的局限性以及今后的研究建议。
3、论文（设计）的基础条件及研究路线
本论文的基础条件是不同的语言学家及英语教学者对任务型教学法的研究结果。
研究路线是对有关任务型教学的理论进行详细的阐述，并将其与传统教学法作对比，最后提出任务型教学法在高中英语教学中存在的问题及解决途径。
4、主要参考文献
Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge:
Cambridge University Press
Prahbu, N. S. 1987. Second Language Pedagogy: A Perspective. Oxford: Oxford
University Press
Willis, J. 1996. A Framework for Task-based Learning. London: Longman 胡壮麟. 2006.《英语教学法教程》. 北京:高等教育出版社 5、计划进度 阶段 1 确定初步论文题目 与导师见面，确定大致范围，填开题报告和2 任务书，导师签字 3 提交论文提纲 4 交初稿和文献综述 5 交终稿和评议书 指 导 教师： 年 月 日 教研室主任： 年 月
注：一式三份，学院（系）、指导教师、学生各一份
起止日期 3月16日前 3月23日前 3月30日前 4月20日前 5月8日前 XXXX大学本科生毕业论文（设计）开题报告书
XXX 学院 英语教育 专业 XXXX 届 学生 姓名 XXX 论文（设计）题目 论任务型教学法在高中英语阅读中的应用 指导 专业 所属教英语基础研究方XXX XX 教学法 教师 职称 研室 教研室 向 课题论证：从任务型教学法的相关研究成果以及任务型教学法与传统教学法的对比等方面论证任务型教学法的优势及其在高中英语阅读教学中的应用 方案设计：第一章介绍论文的研究背景及提出的问题， 第二章阐述国内外有关任务型教学法的理论研究， 第三章对比任务型教学法和传统教学法，提出任务型教学法在高中英语阅读中的应用中存在的问题及解决方案。 第四章总结论文，提出今后的研究建议。 进度计划：3月16日前确定初步论文题目 3月30日前提交论文提纲 4月20日前提交初稿和文献综述 5月8日前交终稿 指导教师意见： 指导教师签名： 年 月 日 教研室意见： 教研室主任签名： 年 月 日
XXXX大学本科生毕业论文（设计）评议书
姓 名 论 文 题 目 XXX 学院 XXX学院 专业 英语XXX级英语教年级（班） 教育 育X班 完成时间 2013/5/8 论任务型教学法在高中英语阅读中的应用 在听、说、读、写四中语言技能中，阅读起着非常重要的作用, 尤其在高中英论 文 内 容 摘 要 语教学中。所以阅读教学一直是英语教师探讨的焦点话题。在高中英语教学中，阅读教学占据时间最多，师生花费精力最大，但是教学效果并不理想。因此，改变传统的阅读教学方法，从而提高阅读教学的效果和提升学生的阅读水平显得极为重要。 2003年国家教育部颁布的《英语新课程标准》明确提倡采用任务型语言教学模式。任务型教学强调“在做中学，在用中学”，以任务为教学手段, 为学生营造一个有利于学习者语言习得和内化的语言环境。鉴于此，本文基于国内外其他学者的研究成果，总结了任务型教学法的相关理论，探讨了任务型教学法相对传统教学法无法比拟的优势。理论上讲， 任务型教学法有利于提高高中英语阅读教学效果，然而在任务型教学法在高中英语阅读教学中的实践中仍存在很多问题。本文为解决这些问题提出了相应的对策，从而提高任务型教学法的教学水平。 年 月 日 职称 初评成绩 指 导 教 师 评 语 指 导 教 师 姓名 组长 成员 职称 教研室 答辩小组
答辩记录： 记录人签字： 年 月 日 答辩小组意见： 组长签字： 年 月 日 学院意见： 评定成绩： 签章 年 月 日
XXXX大学本科生毕业论文（设计）文献综述
Literature Review Nowadays, Task-based Approach is widely used at home and abroad. Its belief is that language should be learned as close as possible to how it is used in real life. It emphasizes the combination of the form-focused teaching and the communication-focused teaching. Task is a key concept in Task-based Approach. In understanding the Task-based Teaching, it is important to explain the term ‘task’. A great number of linguistics all over the world have attempted to give their own understandings of task. One of the early definitions about the term ‘task’ is given by Long (1985). “a piece of work undertaken for oneself of for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child… In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between.” Prabhu (1987) gives his understanding of a task as “an activity which required learners to arrive at an outcome from given information through some process of thought and which allowed teachers to control and regulate that process.\Willis (1996) regards tasks as “activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.” Many experts and scholars do a lot of researches about Task-based Approach form different perspectives and then provide many different opinions on the basis of different basic theories. (1) Prabhu’s Bangalore Project Prabhu has been recognized as the founder of Task-based Approach mainly because Prabhu, in 1979, first conducts teaching experiments about task-based teaching activities in Bangalore in southern India. Prabhu makes the contents in the teaching class into specific communicative tasks and students through the completion
of these learning tasks to learn. Task-based Approach is provided by Prabhu in 1983. According to him, “Students may learn more effectively when their minds are focused on the task, rather than on the language they are using” (Prahbu, 1983). Prabhu divides activities into three categories: rule-centered activities, formation-centered activities and significance-centered activities. Prabhu values the last activities most. He thinks that teachers do not need to teach grammar rules too much, letting students internalized grammar system in the language sense concentrated process. (2) Nunan’s model In 1989, Nunan provides the task design pattern of the communicative class. He thinks analysis of the communicative task model should contain: goals, input, activities, teachers’ role, learners’ role and settings. The intention of each specific learning task is the task goal, which can be divided into different types: communicative goals, language knowledge goals, emotional goals, social consciousness goals and so on. In terms of the sources of practice, they can be letters, newspapers, stories, movies and so on. (3) Jane Willis’s model In 1996, Willis provides that activities in Task-based Teaching emphasize that the language learning should make the language use as purpose and the meaning as center. Willis provides operational guidance for teachers to carry out the Task-based Teaching in the classroom. In the Jane Willis model, the traditional 3P method (Presentation, Practice, Production) we usually use is upside down. In the traditional PPP method, tasks are usually considered to be reflected in the final P (Production). However, in the Task-based Teaching mode of Willis, students complete the task of learning activities first. After the completion of the task, teachers strike students’ attention to the language use in the teaching activities and make correction and adjustment about students’ inadequacies appropriately. (4) John Dewey’s model American educator John Dewey puts forward the “student center, learning by
doing” education model on the basis of the pragmatic theory. He advocates that teachers should transfer the center of the teaching class from teachers and textbooks to students and teachers should guide students to master knowledge through taking part in various activities. As the famous linguistics Hethert H.Clark puts it, “Language is for doing” (Hethert H.Clark, 1997). Learning is not to memorize the isolated words, also not to memorize the decontextualized sentences, and not to memorize the boring grammar rules, but to use appropriate language to do things well in real life. Both vocabulary and grammar serve for “doing things” and “completing tasks”. In the teaching class, one of the teachers’ tasks is to combine the vocabulary, grammar and language function organically in these activities of language use. In China, the study of Task-based Approach in English teaching begins in the late 90’s. In 1988, Xia Jimei, Professor of Zhongshan University, publishes an article entitled “Comparison of the Theoretical Basis of the Problem Teaching Model and the Task-based Teaching Model”, which first analyzes the concept of Task-based Approach. Later, in China, more and more scholars pay attention to Task-based Approach in English teaching. The National English Curriculum drafted in 2001 provides that the Task-based Teaching is a process which takes the specific task as the learning motivation, takes the completion of the task as the learning and reflects the teaching achievement through demonstrating the achievement of the task (but not test scores). With specific motivation, students can study independently and take the initiative to use the language to do things. They can naturally use the appropriate language in the procession of doing things and then develop their language communicative competency well. Lu Ziwen, working in the Education Research Center of Huazhong Normal University, implements experiments on the class procedures in the Task-based Teaching and then points out that teachers should take both of the real life tasks and the pedagogical tasks in the English teaching environment in China. In accordance with the basic task-driven concept of D. Nunan, Lu Ziwen provides that tasks in the
Task-based Teaching should improve students’ learning interest and strengthen their learning motivation. In the teaching process, besides the language knowledge, teachers should give consideration to both the cultural information and the language skills. In May, 2003, Gong Yafu and Luo Shaoqian compile the book named “Task-based Language Teaching”. This book introduces basic theories of Task-based Approach from various aspects, such as the law of the language acquisition, psychology, social constructivism and so on. The purpose of this book is mainly to give teachers a preliminary understanding of the basic concept, main principles, common task types and design methods of Task-based Approach.
On Task-based Approach in English Reading Teaching
in Senior High School
By XXXX Prof. XXXX, tutor
A Thesis
Submitted to the Foreign Languages
Institute in Partial Fulfillment of the Requirements
for the Degree of Bachelor of Arts at
XXXXUniversity
May 8th ，2013
XXXXXX 本科生毕业论文
题目：论任务型教学法在高中英语阅读中的应用
姓 名：XXX
班 级：XXXX级X班 指导老师：XXX 专 业: 英语教育 院 系：XXX学院外语系
完成日期：2013年5月 8日
Abstract
Reading plays an important role in the four language skills，especially in the senior high school English teaching. Therefore, reading teaching is the focus of English teachers’ discussions. In the senior high school teaching, the reading teaching takes up the most of teaching time and teachers and students spend most of their energy on the reading teaching and learning. However, the teaching effect is not ideal. Thus, in order to promote the reading teaching effect and improve students’ reading level, it is very important to change the traditional reading teaching methods.
The New English Curriculum Standards issued by China’s Education Ministry in 2001 advocates the Task- based Approach in English teaching, which is provided by Prahbu in 1978. The Task- based Approach stresses the importance of learning in doing and learning in using. It takes teaching tasks as the main teaching tool and creates a kind of language environment which is beneficial for students to acquire the language knowledge and internalize the language knowledge well. Given this, this thesis concludes the relevant theories on the Task- based Approach on the basis of various researches by many scholars at home and abroad. Moreover, this thesis discuss the unmatched advantages of the Task- based Approach in senior high school English reading teaching through the contract between the Task- based Approach and the traditional 3P method. Theoretically speaking, the Task- based Approach is conductive to promote the reading teaching effect in senior high school. However，there are many problems in the application of the Task- based Approach in senior high school English reading teaching. This thesis provides these problems and offers the corresponding measures to solve these existing problems, so as to improve the teaching level of Task-based Approach in senior high school English reading teaching.
Key words: senior school English Task-based Approach reading teaching
I
摘要
在听、说、读、写四中语言技能中，阅读起着非常重要的作用, 尤其在高中英语教学中。所以阅读教学一直是英语教师探讨的焦点话题。在高中英语教学中，阅读教学占据时间最多，师生花费精力最大，但是教学效果并不理想。因此，改变传统的阅读教学方法，从而提高阅读教学的效果和提升学生的阅读水平显得极为重要。
2003年国家教育部颁布的《英语新课程标准》明确提倡采用任务型语言教学模式。任务型教学强调“在做中学，在用中学”，以任务为教学手段, 为学生营造一个有利于学习者语言习得和内化的语言环境。鉴于此，本文基于国内外其他学者的研究成果，总结了任务型教学法的相关理论，探讨了任务型教学法相对传统教学法无法比拟的优势。理论上讲， 任务型教学法有利于提高高中英语阅读教学效果，然而在任务型教学法在高中英语阅读教学中的实践中仍存在很多问题。本文为解决这些问题提出了相应的对策，从而提高任务型教学法的教学水平。
关键词：高中英语 任务型教学法 阅读教学
II
Contents
Abstract ………………………………………………………………………Ⅰ 摘要……………………………………………………………………………Ⅱ Chapter 1 Introduction
1.1 Research background …………………………………………………1 1.2 Research questions ……………………………………………………3 1.3 Research significance………………………………………………… 3 1.4 Thesis organization ……………………………………………………3 Chapter 2 Literature Review
2.1 Theories about task ……………………………………………………5 2.1.1 Definitions about task ………………………………………… 5 2.1.2 Task classification ………………………………………………6 2.1.3 Task components ……………………………………………… 7 2.2 Theoretical researches about the Task-based Approach in English reading
teaching abroad …………………………………………………… 9 2.3 Theoretical researches about the Task-based Approach in English reading
teaching in China ……………………………………………………11 2.4 The application of the Task-based Approach in English reading
teaching …………………………………………………………… 12 2.4.1 Basic principles …………………………………………………12 2.4.2 Basic steps ………………………………………………………13 Chapter 3 Findings and Discussions
3.1 Contrast between the traditional methods and the Task-based Approach in
senior high school English reading teaching …………………… 15 3.1.1 The traditional 3P method in senior high school English reading
teaching…………………………………………………………… 15 3.1.2 Differences between the traditional 3P method and Task-based the
Approach in senior high school English reading teaching ……… 16
III
3.1.3 The disadvantages of the traditional 3P method in senior high
school English reading teaching ………………………………… 17 3.1.4 The advantages of the Task-based Approach in senior high school
English reading teaching ………………………………………… 18 3.2 Problems in the application of the Task-based Approach in senior high
school English reading teaching ……………………………………19 3.3 Measures in solving problems in the application of the Task-based
Approach in senior high school English reading teaching …………21
Chapter 4 Conclusion ……………………………………………………… 24 Bibliography ………………………………………………………………… 27
IV
Chapter 1 Introduction
With the deep development of China’s economy and the policy of reform and opening, the society needs more and more language talents. And good English level becomes the essential condition and the mark of the international talents. In terms of the four language skills, reading plays an important role in language teaching and learning. In reading, people can not only obtain language knowledge and get useful information but also take pleasure in the reading materials.
1.1 Research background
It is well known that reading plays an important role in senior high school English courses. And the reading teaching methods attract more and more attention of the English teachers, who try their best to find an effective method to improve the reading teaching effects. However, the present condition of English reading teaching in senior high school exists many problems. First, teachers regard students as the knowledge containers. In reading teaching class, they just teach students what they want to teach, ignoring students’ needs. As a result, students can only learn what teachers teach in class. Second, teachers spend a lot of class time on teaching the new language items, so that students just pay attention to the language forms, ignoring the language functions and the language use, which are very important for English learning. Third, the reading teaching class seems very lively, but there are no information-gaps in the activities between teachers and students. So students cannot actually express themselves in English. Last, the reading material is far away form the real life. Students don’t have any interest in these materials, so that they feel bored with the reading teaching class. In result, they don’t have the learning interest and can’t develop their imagination and creativity in class. Therefore, the traditional reading methods are not suitable for the reading teaching. It is very important to adopt a new reading teaching method which can improve the reading teaching effects.
The New English Curriculum Standards issued by China’s Education Ministry in
1
2001 advocates Task-based Approach in senior high school reading teaching. Task-based Approach is an influential teaching model which is provided in 1980s by many foreign language teaching researchers and the second language acquisition researchers on the basis of numerous researches and experiments. In the Task-based Teaching, the teaching target is integrated into a lot of specific activities of the teaching tasks. In the process of completing these activities, students not only learn the language knowledge, but also train their reading skills, improve their comprehensive ability and develop their ability to use English properly in real life. Whether from the teaching goals perspective or from the teaching process perspective, Task-based Approach combines the strengths of the traditional teaching methods and the Communicative Approach and overcomes their shortcomings. It is in line with not only the “learning for doing” teaching principle but also the “using in learning and learning in using” teaching principle.
Therefore, Task-based Approach appeals a lot of teaching experts and teachers at home and abroad in a relatively short period after its production. Many studies show that Task-based Approach is an effective way in senior high school English reading teaching. After the application of the New English Curriculum Standards, many senior high schools conduct teaching experiments on Task-based Approach in English reading teaching to explore the Task-based Teaching strategies which are suitable for the Chinese situation of English teaching and the students’ psychological characteristics. Based of this background, this thesis attempts to study the condition of the application of Task-based Approach in senior high school English reading teaching, and finds the existing problems and provides some corresponding measures.
1.2 Research questions
The Task-based Language Teaching is a kind of teaching thought, a kind of teaching idea, a kind of teaching approach and a concrete teaching model. In recent years, many researchers have discussed the application of Task-based Approach in English teaching. Nowadays Task-based Approach becomes the focus of teaching experts and scholars. This thesis mainly discusses the application of Task-based
2
Approach in senior high school English reading teaching. The research questions are as follow:
(1) What are the differences between the traditional 3P method and Task-based Approach in senior high school English reading teaching?
(2) Does Task-based Approach facilitate the students’ English reading learning? (3) Does Task-based Approach apply in senior high school English reading teaching successfully? Is there any problem in the practical application?
(4) How to solve these problems in the application of Task-based Approach in senior high school English reading teaching?
1.3 Research significance
Reading is a key link in the English teaching. As what the famous teaching professor Hu Chundong (1998) says, Chinese English learners should first pay attention to reading. Reading is the foundation of the English learning. No reading, no listening, writing and even speaking. In senior high school, English reading is particularly important. Moreover, the New English Curriculum Standards puts forward a higher request about the goals of the reading teaching in senior high school. However, the traditional reading teaching methods have many shortcomings. They spend a lot of teachers’ and students’ time, but they cannot achieve ideal effects. Nevertheless, the Task-based Language Teaching can overcome these shortcomings and is in line with the New English Curriculum Standards. Therefore, it has great significance to make researches on the application of Task-based Approach in English reading teaching in senior high school.
1.4 Thesis framework
The thesis consists four chapters, which are as follow:
Chapter one gives a brief introduction of the background of the reading teaching in senior high school and Task-based Approach. And it provides the reasons for adopting Task-based Approach in senior high school English reading teaching.
Chapter two offers literature review of researches about Task-based Approach at
3
home and abroad. And then it provides the basic principles and steps in the application of Task-based Approach in English reading teaching
Chapter three presents the difference of Task-based Approach and the traditional 3P method in reading teaching, discusses the existing problems in the applications of Task-based Approach in reading teaching and provides the solutions.
The last chapter makes a conclusion about Task-based Approach and provides the limitation in the applications of Task-based Approach in senior high school English reading teaching
4
Chapter 2 Literature Review
Nowadays, Task-based Approach is widely used at home and abroad. Its belief is that language should be learned as close as possible to how it is used in real life. It emphasizes
the
combination
of
the
form-focused
teaching
and
the
communication-focused teaching.
2.1 Theories about task 2.1.1 Definitions about task
Task is a key concept in Task-based Approach. In understanding the Task-based Teaching, it is important to explain the term ‘task’. A great number of linguistics all over the world have attempted to give their own understandings of task since the 1980s, as illustrated below:
One of the early definitions about the term ‘task’ is given by Long (1985).
“a piece of work undertaken for oneself of for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child… In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between.”
According to Long, tasks are those familiar things we often do in our daily life. Later Prabhu (1987) gives his understanding of a task as “an activity which
required learners to arrive at an outcome from given information through some process of thought and which allowed teachers to control and regulate that process.\In his definition, when teachers implement a task, they should give students some information at first which lets students arrive at an outcome through some process. But it is not clear what kind of information should be given to the students and what kind of outcome should to be attained.
As for as Nunan (1989) considered, a task is “a piece of classroom work
5
论任务型教学法在高中英语阅读中的应用英语论文
