全國(guó)優(yōu)秀教育碩士專(zhuān)業(yè)學(xué)位論文.doc

全國(guó)優(yōu)秀教育碩士專(zhuān)業(yè)學(xué)位論文推薦表 單位名稱(chēng)：浙江大學(xué) 填表日期：2008年 11月 19日論文題目基于任務(wù)型英語(yǔ)教學(xué)的實(shí)驗(yàn)研究作者姓名論文答辯日期學(xué)科專(zhuān)業(yè)方向高鴻燕2007年5月學(xué)科教學(xué)（英語(yǔ)）攻碩期間及獲得碩士學(xué)位后一年內(nèi)獲得與碩士學(xué)位論文有關(guān)的成果發(fā)表學(xué)術(shù)論文(題目，刊名,時(shí)間，社會(huì)影響)任務(wù)型教學(xué)法在中學(xué)英語(yǔ)教學(xué)中的運(yùn)用教學(xué)月刊ISSN 1671-7058CN 33-1279/G4 2006-10（上）2006年10月從元認(rèn)知角度來(lái)提高大學(xué)英語(yǔ)寫(xiě)作能力考試周刊ISSN 1673-8918CN 22-1381/ G4 2008年16期2008年4月論文所產(chǎn)生的實(shí)際影響(對(duì)作者工作及所在單位工作)通過(guò)該項(xiàng)實(shí)驗(yàn)研究，作者在一定程度上提高了自身的科研水平，掌握了一定的科學(xué)研究方法，提高了自身的科研意識(shí)。在實(shí)際的教學(xué)工作中，能有意識(shí)地將這項(xiàng)研究中的任務(wù)型學(xué)習(xí)理論與課堂、教材和學(xué)生相結(jié)合，并和同事一起探討適合本校學(xué)生的任務(wù)設(shè)計(jì)，從學(xué)生的需要出發(fā)，結(jié)合學(xué)生的實(shí)際，努力提高學(xué)生的學(xué)習(xí)興趣，學(xué)生的學(xué)習(xí)效果也得到了提高。應(yīng)該說(shuō)，教育碩士論文使作者在教學(xué)理論上提升了一個(gè)高度，也為以后的教學(xué)工作指明了方向。出版專(zhuān)著(名稱(chēng)、出版社、出版時(shí)間)獲獎(jiǎng)項(xiàng)目(名稱(chēng)、等級(jí)及時(shí)間)任務(wù)型教學(xué)法在職高英語(yǔ)教學(xué)中的運(yùn)用獲浙江省富陽(yáng)市第19屆中小教學(xué)專(zhuān)題研究論文評(píng)比三等獎(jiǎng) 2007年4月中文論文摘要(論文選題的意義,論文運(yùn)用的主要研究方法,主要研究成果,主要參考文獻(xiàn))“任務(wù)型”教學(xué)(TBL)是根據(jù)我國(guó)新形勢(shì)下對(duì)英語(yǔ)的社會(huì)需求和英語(yǔ)學(xué)科在基礎(chǔ)教育中的價(jià)值定位，汲取了國(guó)內(nèi)外英語(yǔ)教育理論家的研究精髓的基礎(chǔ)上提出來(lái)的。然而學(xué)術(shù)界雖然提倡任務(wù)型教學(xué)，但是針對(duì)課堂，尤其是中職英語(yǔ)課堂的相關(guān)研究還很少。鑒此，作者根據(jù)Jane Willis 的任務(wù)型教學(xué)理論框架，進(jìn)行了一項(xiàng)基于任務(wù)的職高英語(yǔ)教學(xué)實(shí)驗(yàn)研究，目的在于：檢驗(yàn)這一教學(xué)模式是否有助于激發(fā)職高學(xué)生的學(xué)習(xí)興趣、增強(qiáng)學(xué)生的學(xué)習(xí)自信心，能否適用于職高英語(yǔ)的教學(xué)，能否提高學(xué)生的學(xué)習(xí)效率。作者采用了問(wèn)卷調(diào)查法、訪(fǎng)談法和實(shí)驗(yàn)法等多種研究方法，采用前測(cè)后測(cè)實(shí)驗(yàn)組和控制組的方法，嘗試性地把任務(wù)型教學(xué)模式具體實(shí)施應(yīng)用到了中職英語(yǔ)課程的教學(xué)中。實(shí)驗(yàn)前對(duì)富陽(yáng)學(xué)院高一年級(jí)七個(gè)平行班的英語(yǔ)進(jìn)行了前測(cè)，結(jié)果表明其中兩個(gè)班級(jí)在英語(yǔ)總體水平和聽(tīng)、說(shuō)、讀、寫(xiě)上不存在顯著性差異，可以作為實(shí)驗(yàn)對(duì)象：一個(gè)為實(shí)驗(yàn)班，一個(gè)為控制班。整個(gè)實(shí)驗(yàn)持續(xù)半年。后測(cè)獨(dú)立樣本T檢驗(yàn)表明實(shí)驗(yàn)班和控制班的總分出現(xiàn)了極其顯著的差異，配對(duì)樣本T檢驗(yàn)表明基于任務(wù)的學(xué)習(xí)模式使實(shí)驗(yàn)班的學(xué)生在聽(tīng)、說(shuō)、讀、寫(xiě)方面也產(chǎn)生了顯著性差異。問(wèn)卷調(diào)查和訪(fǎng)談表明：實(shí)驗(yàn)班學(xué)生基于任務(wù)型學(xué)習(xí)模式對(duì)學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)自信心和學(xué)習(xí)能力等方面均持肯定態(tài)度。該實(shí)驗(yàn)表明基于任務(wù)的職高英語(yǔ)教學(xué)有助于激發(fā)學(xué)生的學(xué)習(xí)興趣，有助于增強(qiáng)學(xué)生的學(xué)習(xí)自信心，有助于提高學(xué)生的學(xué)習(xí)能力和效果，值得我們推廣。主要參考文獻(xiàn)：1. Andrew Littlejohn. 1996.10. “What is a good task”. English Teaching Professional 2. Gong, Yafu & Luo, Shaoxi, 2003. Task-based Language Teaching. Beijing: Peoples Education Press3. Hu, Xiaodong. 2003. “Task-based ApproachA New Model of English Teaching in Senior Middle Schools”. Nanchang: Journal of Jiaxing College.15(4),118-1214. Nunan, D. “Communicative tasks and the language curriculum”. TESOL Quarterly, 25(2):279-295.5. Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press6. Willis, J. 1996. A Framework For Task-based Learning. Oxford: Longman專(zhuān)家推薦理由高鴻燕同志的論文采用問(wèn)卷調(diào)查、訪(fǎng)談和實(shí)驗(yàn)等多種研究方法，探討任務(wù)型教學(xué)法在中職英語(yǔ)教學(xué)中的應(yīng)用。論文選題恰當(dāng)，注重理論聯(lián)系實(shí)際，研究結(jié)果具有實(shí)踐意義。論文結(jié)構(gòu)完整，層次清晰，論證有力，符合學(xué)術(shù)規(guī)范。 專(zhuān)家簽字：張建民單位推薦意見(jiàn)學(xué)位評(píng)定委員會(huì)分會(huì)主席（簽章）：周谷平 單位公章 2008 年12 月16 日說(shuō)明：學(xué)科專(zhuān)業(yè)方向包括教育管理、教育技術(shù)、小學(xué)教育和學(xué)科教學(xué)，其中學(xué)科教學(xué)要說(shuō)明具體方向，如學(xué)科教學(xué)（數(shù)學(xué)）。本表可復(fù)印、附頁(yè)。碩 士 學(xué) 位 論 文(專(zhuān)業(yè)學(xué)位)論文題目 基于任務(wù)型英語(yǔ)教學(xué)的實(shí)驗(yàn)研究作者姓名 高鴻燕 指導(dǎo)教師 馬博森 _ 學(xué)科(專(zhuān)業(yè)) 教育碩士 學(xué)科教學(xué)（英語(yǔ)） 所在學(xué)院 外國(guó)語(yǔ)言文化與國(guó)際交流學(xué)院提交日期 2007.4.20 An Experimental Study on Task-based English Teaching in Vocational High Schools By Gao Hongyan Under the Supervision of Professor Ma Bosen A Thesis Submitted to School of International Studies Zhejiang University In Partial Fulfillment of the Requirement for the Degree of Master of Education Apr.20, 2007Table of ContentsAcknowledgements.iiiAbstract.iv摘要.viChapter 1 Introduction11.1 Research Background.11.2 Comparison between Traditional Syllabus and Task-based Syllabus.31.3 Significance of Advocating Task-based Learning (TBL).31.4 Structure of the Thesis.5Chapter 2 Literature Review.62.1. Task-based Learning/Teaching.62.1.1 Definition of Task.62.1.2.Components of Tasks.92.1.3 Good learning Tasks102.1.4 Principles and Characteristics of Task-based Learning/Teaching . Characteristics of Tasks. Features of TBL. Principles of Designing Tasks 132.2 Teachers Roles in TBL.152.2.1 Controller152.2.2 Assessor.162.2.3 Organizer.162.2.4 Prompter.172.2.5 Participant172.2.6 Resource-provider.182.3 Theoretical Basis of Task-based Language Learning.182.3.1 Language Acquisition Theory.202.3.2 Social Constructivism.202.3.3 Curriculum Development Theory.212.4 Willis(1996)s Model of TBL222.5 The Present Model.23Chapter 3 Methodology.263.1 Research Questions263.2 Participants.263.3 Research Instruments.273.4 Procedures.28Chapter 4 Results and Discussion.334.1 Results334.1.1 Experimental Data Analysis334.1.2 Results of the Questionnaire.344.1.3 Results of the Interview.364.2 Discussion.384.2.1 TBL and Students Motivation .384.2.2 TBL and Students Self-confidence394.2.3 TBL and Students Learning Ability .39Chapter 5 Conclusion435.1 Research Findings.435.2 Implications for TBL in Teaching English.435.3 Limitations of the Study.445.4 Concluding Remarks.45Bibliography.46Appendix I Task-based Learning of English Questionnaire49Appendix II The Post-test Examination Paper50Acknowledgements I am greatly indebted to my supervisor, Prof. Ma Bosen, for his valuable suggestions and assistance in writing this thesis. Thanks also go to all my teachers: Dr. Wu Zongjie, Prof. Zhang Jianmin, Prof. Ding Jianming, Dr. He Huibin, Mr. Cheng Gang and Mr. Sui Hongsen, for their effective instruction on how to engage in research and write academic articles. I also wish to extend my thanks to the library assistants who supplied me with reference materials of great value.My gratitude also goes to my friend, George Wilson and Margaret, a couple of Australian teachers, for their kindness of giving me some suggestions and correcting my research paper. I also want to thank my colleagues, especially Mr. Tang Liangbin and Mr. Zhang Jianmin, for their prompt help with my statistics analysis using SPSS.10 when I was in trouble.In addition, I would like to express my gratitude to all the participants during the course of the research. These eithty-eight students, who are from different parts of Fuyang, are all enthusiastic and trustworthy.Finally I would like to take this opportunity to thank my husband and my parents, and my little son, for their continued patience and loving support. AbstractSince the innovation of the English teaching in China, teachers of English have been exposed to different teaching styles. The textbooks have been changed several times and the teaching methods have also altered. In order to avoid confusion brought about by implementation of the new policy, Chinas New Revised Curriculum for Middle Schools explicitly stipulates that “Task-based Language Learning” approach should be advocated to develop students comprehensive abilities in using a language. The emphasis on Task-based Language Learning is found not only in China but also in some other countries and regions, such as the USA, Canada, Singapore, Hong Kong and so on.Up to the present, many problems still exist in the teaching of English in vocational schools. One of the main problems is that most of the teachers are still using traditional methods, such as drill and repetition, learning word lists, choral response etc. to teach students the language points and expressions because they want to increase the students store of language. As a result, students find the lessons boring and consequently they have little interest in learning English. This paper proposes a task-based learning (TBL) model based on Jane Willis (1996) framework. It can be theoretically explained from the perspectives of language acquisition theory, social constructivism, and curriculum development theory. According to language acquisition theory, learners actually need opportunities to practice language in different contexts, they also need to use these established expressions in different situations and settings, so that their own language system can be developed. Social constructivists regard learning as a social and collaborative process. Curriculum theory emphasizes the interdependence of knowledge and values and stresses the importance of learning as a social process. All these approaches were proposed in task-based instruction. The literature review shows that although task-based learning has been advocated in academic circles, the relative research on classroom research, especially in vocational schools appears very sparse. In view of this, this paper carried out an experimental research on task-based learning in vocational schools to establish whether TBL helps to build up the students motivation and self-confidence, to improve the students learning ability, and whether task-based learning is effective.The research instruments adopted in this paper were pre-test/post-test design with an experimental class and control class, a questionnaire and an interview. A pre-test was given to the seven classes in Senior Grade One in Fuyang Teachers Training School. Then, two classes, whose English proficiency and listening, speaking, reading and writing exhibited no significant difference, were chosen as the participants, one as the experimental class and the other as the control class. The study was conducted over a six-month period, and at the end of it, a post-test was held and the observation was again made. The post Independent-Samples T Test indicates great significance appeared in the learning quality between the two classes. Paired-Samples T Test proved that task-based learning brought about significant changes in the students listening, speaking, reading and writing. In addition, the questionnaire and the interview showed that the participants hold a positive attitude towards task-based learning. The research suggests that TBL is effective in arousing students learning interest, to improve students self-confidence and learning ability. Based on the findings of this project , it is worth extending.Key Words: task-based learning; English teaching; vocational school摘要自從我們國(guó)家實(shí)施新課改以來(lái)，教師和學(xué)生都經(jīng)歷了一輪又一輪的新課程改革，我們的教材也在逐步地改進(jìn)和完善，英語(yǔ)教學(xué)也是如此。“任務(wù)型”教學(xué)(TBL)就是根據(jù)我國(guó)新形勢(shì)下對(duì)英語(yǔ)的社會(huì)需求和英語(yǔ)學(xué)科在基礎(chǔ)教育中的價(jià)值定位，汲取了國(guó)內(nèi)外英語(yǔ)教育理論家的研究精髓的基礎(chǔ)上提出來(lái)的。英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)明確指出“倡導(dǎo)任務(wù)型的教學(xué)途徑，培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力”。目前，許多國(guó)家和地區(qū)，如美國(guó)、加拿大、新加坡、香港等地的教學(xué)大綱或課程標(biāo)準(zhǔn)都提出了“任務(wù)型語(yǔ)言學(xué)習(xí)的模式”。任務(wù)型教學(xué)的目的是給學(xué)生提供實(shí)踐的機(jī)會(huì)，通過(guò)設(shè)計(jì)的任務(wù)活動(dòng)使他們能在口頭、筆頭上參與到真實(shí)的以意義而不是以形式為目的的語(yǔ)言實(shí)際操練之中。目前，在職高英語(yǔ)教學(xué)中，教師采用的最主要的教學(xué)方法還是以講解語(yǔ)言知識(shí)點(diǎn)為主的傳統(tǒng)方法，導(dǎo)致學(xué)生對(duì)學(xué)習(xí)缺乏興趣，學(xué)生的學(xué)習(xí)效率也不高。本文作者根據(jù)Jane Willis 的任務(wù)型教學(xué)理論框架，提出一個(gè)基于任務(wù)的職高英語(yǔ)教學(xué)模式。這一模式可從語(yǔ)言習(xí)得理論、社會(huì)建構(gòu)理論以及課程發(fā)展理論等角度來(lái)解釋和理解。語(yǔ)言習(xí)得理論認(rèn)為，學(xué)習(xí)者實(shí)際上不僅需要有在不同情境中反復(fù)實(shí)踐的機(jī)會(huì)，還需要在不同情境中使用這些固定的表達(dá)方式，從而發(fā)展自己的語(yǔ)言系統(tǒng)；社會(huì)建構(gòu)主義者認(rèn)為，學(xué)習(xí)是一個(gè)社會(huì)交互的過(guò)程；課程發(fā)展理論則強(qiáng)調(diào)知識(shí)和倫理價(jià)值之間的關(guān)系，強(qiáng)調(diào)學(xué)習(xí)是一個(gè)社會(huì)化的過(guò)程。所有這些都是任務(wù)型教學(xué)理論所倡導(dǎo)的。然而文獻(xiàn)綜述表明，雖然學(xué)術(shù)界提倡任務(wù)型教學(xué)，但是針對(duì)課堂，尤其是中職英語(yǔ)課堂的相關(guān)研究還很少。鑒此，本文進(jìn)行了一項(xiàng)基于任務(wù)的職高英語(yǔ)教學(xué)實(shí)驗(yàn)研究，目的在于：檢驗(yàn)這一教學(xué)模式是否有助于激發(fā)學(xué)生的學(xué)習(xí)興趣、增強(qiáng)學(xué)生的學(xué)習(xí)自信心，能否適用于職高英語(yǔ)的教學(xué)，能否提高學(xué)生的學(xué)習(xí)效率。作者采用了問(wèn)卷調(diào)查法、訪(fǎng)談法和實(shí)驗(yàn)法等多種研究方法，采用前測(cè)后測(cè)實(shí)驗(yàn)組和控制組的方法，嘗試性地把任務(wù)型教學(xué)模式具體實(shí)施應(yīng)用到了中職英語(yǔ)課程的教學(xué)中。實(shí)驗(yàn)前對(duì)富陽(yáng)學(xué)院高一年級(jí)七個(gè)平行班的英語(yǔ)進(jìn)行了前測(cè)，結(jié)果表明其中兩個(gè)班級(jí)在英語(yǔ)總體水平和聽(tīng)、說(shuō)、讀、寫(xiě)上不存在顯著性差異，可以作為實(shí)驗(yàn)對(duì)象：一個(gè)為實(shí)驗(yàn)班，一個(gè)為控制班。整個(gè)實(shí)驗(yàn)持續(xù)半年。后測(cè)獨(dú)立樣本T檢驗(yàn)表明實(shí)驗(yàn)班和控制班的總分出現(xiàn)了極其顯著的差異，配對(duì)樣本T檢驗(yàn)表明基于任務(wù)的學(xué)習(xí)模式使實(shí)驗(yàn)班的學(xué)生在聽(tīng)、說(shuō)、讀、寫(xiě)方面也產(chǎn)生了顯著性差異。問(wèn)卷調(diào)查和訪(fǎng)談表明：實(shí)驗(yàn)班學(xué)生基于任務(wù)型學(xué)習(xí)模式對(duì)學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)自信心和學(xué)習(xí)能力等方面均持肯定態(tài)度。該實(shí)驗(yàn)表明基于任務(wù)的職高英語(yǔ)教學(xué)有助于激發(fā)學(xué)生的學(xué)習(xí)興趣，有助于增強(qiáng)學(xué)生的學(xué)習(xí)自信心，有助于提高學(xué)生的學(xué)習(xí)能力和效果，值得我們推廣。關(guān)鍵詞：英語(yǔ)教學(xué)；任務(wù)型教學(xué)；中等職業(yè)學(xué)校； Chapter 1 Introduction1.1 Research BackgroundFor several decades, English teaching in China has been aimed at teaching to pass exams. Students were trained to remember the words and grammar in order to participate successfully in the exams. Under this teaching situation, some students might write English perfectly, but most of the students listening, speaking and reading skills were not well developed. Many excellent students could get very high scores in Graduate Record Examination (GRE), Test of English as a Foreign language (TOEFL) and International English Language Testing System (IELTS). But it was said that when these students went abroad, they couldnt get used to the new environment. They couldnt communicate with the native people because they couldnt even understand the language although they could write very well. Their English was called “deaf and mute English”. But language is used for communication. Educators in China also saw the shortfall. So they began to focus their efforts to change the situation. Reforms of English teaching were then put into practice. Since the innovation of the English teaching in China, teachers of English have experienced different teaching styles. The textbooks have been changed several times and the teaching methods are also different. In order to avoid confusion brought about by implementation of the new policy, Chinas New Revised Curriculum for Middle Schools explicitly stipulates that “Task-based Language Learning” approach should be advocated to develop students comprehensive abilities in using a language. The textbooks now aim at real communications, and there are many more chances for students to practise English in the four macro-skills of listening, speaking , reading and writing. Through this type of teaching model, current students should be able to use English much better than those who studied previously. But up to the present, there still exist numerous problems in the teaching of English in Chinese vocational schools. It is true that most of the vocational school students failed to be selected by normal high schools. Many of these students are not good at study, especially at English. They have few English words, they cannot use English to express ideas, they cannot understand what the teachers say, they cannot read English and write. So all these often lead them to the failure in their exams. This failure creates a loss of self esteem and less motivation to learn the language. Often they quickly lose interest in their study of English. Some of them even refuse to learn English and this influences their general learning confidence and ability. Facing this type of students, most of the teachers in vocational schools are still using the traditional methods to teach them the language points and expressions because they wish to increase the students store of language. As a result, the students become bored with the lessons. It is therefore necessary for the English teachers to find an efficient way of teaching to try to change this attitude and thus help the students.According to the syllabus for secondary vocational schools, English teachers are required to focus on the cultivation of students communicative ability in English and their interests in learning. The duty of English education, as the Chinese Ministry of Education has stated, is to inspire and foster the students interest in learning; help them clarify the aims of English learning; develop their abilities of self-learning and cooperation; form their effective English learning strategies; and develop their integrating skills of using English. The Reform of the New Curriculum advocates using TBL (task-based learning) to help students with their English learning. This approach, as noted in the English Curriculum for Senior Middle School (State Education Commission,2001), states clearly: “under teachers guidance, students should achieve the task goals and experience success through perception, practice, participation and cooperation. Schools should adjust students learning strategies and emotions in the process of learning, help them form the active learning attitude, and improve their language competence”. Task-based approach has become more and more popular since 1980s. The core of TBL is “ learning by doing ”. As one of the later developments of the communicative approach, it proposes that students learn to use English by fulfilling real life tasks. Task-based approach can therefore be used as a guideline for the teaching of English in the vocational schools. As will be seen completing a task can stimulate students learning desire. From this point, TBL also suits the characteristics of the vocational school students.1.2 Comparison between Traditional Syllabus and Task-based SyllabusIt is well known that the traditional syllabuses, based on the hypotheses that there is an correlation between what is taught and what is learned, always focus on the end products or results of the teaching process. So, it is always teacher-centered. Language teaching aims to engage the learners in mastering the knowledge of the target language rather than the language itself and traditional syllabuses place emphasis on the forms of the language, for example, to learn the grammar and sentence structures. As a result the grading and sequencing of the syllabus items are usually carried out according to linguistic principles. However, the task-based syllabus focuses on the process of learning and the experience in itself and is centered in the constructing and communicating of meanings rather than the forms. It focuses on arousing learners interests and participation. In addition, the tasks are always selected, graded and sequenced according to the cognitive and performance demands made upon the learners. Therefore, the language teaching of the task-based syllabus always focuses on the solving of problems connected with the learners real life, learning experience and society. Thus, learners are always the dominants of the La