任務(wù)型教學(xué)法在高中英語詞匯教學(xué)中與應(yīng)用研究畢業(yè)論文

1、a study on the application of task-basedapproach in senior high school englishvocabulary teachinga thesissubmitted tocollege of foreign languagesqufu normal universityin partial fulfillment of the requirementsfor the degree of master of artswritten by wang kaixiaounder the supervision of professor w

2、ang xiuqingapril, 2012摘要隨著 2001 年全日制義務(wù)教育普通高級中學(xué)英語課程標(biāo)準(zhǔn)（實驗稿）的頒布實施，我國對高中畢業(yè)生的英語詞匯提出更高的要求。詞匯作為語言學(xué)習(xí)和語言交流的基本要素，是聽說讀寫譯等語言能力的基礎(chǔ)，是衡量語言能力和語言運用能力的重要指標(biāo)。然而，一直以來詞匯卻是絕大多數(shù)語言學(xué)習(xí)者在學(xué)習(xí)，考試和日常交流中所遇見的最棘手的問題，也是每一位基礎(chǔ)英語教學(xué)工作者要提高英語教學(xué)質(zhì)量，切實有效地提高學(xué)生英語實踐運用能力的關(guān)鍵。目前，任務(wù)型教學(xué)法正在被廣大的外語教師自覺地應(yīng)用到教學(xué)實踐中，同時也經(jīng)受著教學(xué)實踐的檢測。特別是在英語口語，閱讀教學(xué)中任務(wù)型教學(xué)被廣泛應(yīng)用和研究，然

3、而在英語詞匯教學(xué)領(lǐng)域任務(wù)型教學(xué)法的應(yīng)用和研究卻非常少。特別是在中國特殊的教育體系背景下，真正符合中國學(xué)生學(xué)習(xí)規(guī)律與學(xué)習(xí)需要的切實可行的詞匯教學(xué)方案還有待研究。本研究旨在研究任務(wù)型詞匯教學(xué)法在高中英語詞匯教學(xué)中的應(yīng)用，試圖回答:1. 任務(wù)型教學(xué)法是否有益于促進高中英語詞匯教學(xué)？在哪些方面可以促進高中英語詞匯教學(xué)？；2. 英語老師及學(xué)生們對任務(wù)型詞匯教學(xué)的態(tài)度怎樣？本研究以河北省元氏縣第一中學(xué)高一年級的 98 位學(xué)生為研究對象，其中 48 名實驗班學(xué)生（實施任務(wù)型詞匯教學(xué)法），50 名在控制班（實施傳統(tǒng)詞匯教學(xué)法）。作者通過測試，問卷調(diào)查和訪談的方式收集數(shù)據(jù)，并借助 spss 對數(shù)據(jù)進行定性和定量

4、分析。結(jié)果表明任務(wù)型詞匯教學(xué)法相比傳統(tǒng)的詞匯教學(xué)方法有其不容置疑的優(yōu)越性。學(xué)生在完成任務(wù)的過程中自覺地運用所學(xué)到的詞匯并和其他學(xué)生進行交流或合作從而完成特定的任務(wù)。然而，在我國目前實施的大班授課制中，如何在高中英語教學(xué)中有效實施任務(wù)型教學(xué)法，學(xué)生和老師如何轉(zhuǎn)換角色，以及任務(wù)型詞匯教學(xué)法如何與其他詞匯教學(xué)法有機結(jié)合并最大限度地提高教學(xué)效率是我們進一步研究的領(lǐng)域。關(guān)鍵詞：詞匯教學(xué)；任務(wù)；任務(wù)型教學(xué)；任務(wù)型詞匯教學(xué)iabstractalong with the promulgation and implementation of the 2001 “english curriculumstandar

5、ds for full-time compulsory general high school (experimental draft)”, our countryraises higher requirements of english vocabulary for high school graduate. vocabulary, as thebasic element of language learning and communication, is the essential factor of listening,speaking, reading, writing and tra

6、nslating, and vocabulary is an important indicator of measuringlearners language application ability. however, vocabulary has become the most difficultobstacle of learners in language learning, examination and daily communication. actually,vocabulary is also the key element for every english teacher

7、 to improve the quality of englishteaching and efficiently improve the practical ability of english application.at present, task-based approach has been widely applied by foreign language teachers inteaching practice, especially in oral english and the teaching of reading process, and it is alsoexpe

8、riencing the inspection and testing of teaching practices. however, little has been appliedand studied in english vocabulary teaching area. and there is still not an efficient and practicalvocabulary teaching method that truly meets the learning law and students needs in chinasparticular education s

9、ystem.this research is aimed to study the implication of task-based approach in senior high schoolenglish vocabulary teaching, and answer the following questions:1. can task-based teaching method improve english vocabulary teaching in high school? ifyes, in what ways?2. what are english teachers and

10、 students attitude towards task-based language teaching?the study chose 98 students from grade 1 of number 1 middle school of yuanshi county inhebei province as the subjects. 48 students of them are in the experimental class (withtask-based vocabulary instruction) and 50 students in the control clas

11、s (with traditionalinstruction). by testing, questionnaire and interview, the author collected necessary data andcarried out a quantitative and qualitative analysis of the results.results of the experiment indicate that task-based vocabulary teaching method has itsabsolute superiority, compared with

12、 the traditional vocabulary teaching method. in the processof completing tasks, the students consciously use their learned vocabulary and communicate orcooperated with other students so as to finish the tasks. however, questions of how toimplement task-based instruction in high school english teachi

13、ng and how students andteachers should change their role become our further study focus.key words: vocabulary teaching, task, tblt, task-based vocabulary teachingiicontents摘要 . iabstract .iicontents . iiichapter 1 introduction.11.1 background. 11.1.1 importance of vocabulary in language teaching. 11

14、.1.2 the current situation of vocabulary teaching in high school. 21.1.3 the implication of task-based instruction in english teaching in china . 21.2 objective and significance of the study . 31.3 structure of the thesis . 3chapter 2 literature review .52.1 studies on task-based language teaching (

15、tblt) . 52.1.1 definition of the task . 52.1.2 definition of the task-based language teaching. 62.1.3 characteristics of task-based language teaching . 72.2 studies on vocabulary teaching . 72.2.1 vocabulary learning process . 72.2.2 features of english vocabulary . 82.2.3 studies on vocabulary test

16、ing . 92.2.4 studies on vocabulary teaching abroad and at home . 122.3 studies on task-based vocabulary teaching abroad and at home . 142.3.1 studies on task-based vocabulary teaching abroad . 152.3.2 studies on task-based vocabulary teaching at home . 16chapter 3 research design .183.1 participants

17、 . 183.2 the research questions . 183.3 research tools . 183.3.1 tests . 183.3.2 questionnaire . 193.3.3 interview . 193.4 the teaching samples for the experimental class and the control class . 203.4.1 the teaching sample for the experimental class . 203.4.2 the teaching sample for the control clas

18、s . 213.5 data collection . 233.5.1 pre-test . 233.5.2 post-test . 23iii3.5.3 questionnaire . 233.5.4 interview . 23chapter 4 data analysis and findings .244.1 data analysis . 244.1.1 pre-test . 244.1.2 post-test . 254.1.3 questionnaire . 264.1.4 interview . 304.2 findings . 304.2.1 the effect of tb

19、lt on english vocabulary teaching in high school . 304.2.2 teachers and students understanding and attitude of tblt . 31chapter 5 conclusions .335.1 summary of the study. 335.2 limitations and suggestions . 345.2.1 limitations . 345.2.2 suggestions for further studies . 35references.36appendix 1 .38

20、appendix 2 .40appendix 3 .42appendix 4 .43acknowledgements.44ivchapter 1 introduction1.1 background1.1.1 importance of vocabulary in language teachingpronunciation, grammar and vocabulary are three main elements of a language, of which,vocabulary is most crucial to language learning. although pronun

21、ciation, grammar andvocabulary are relatively independent, vocabulary can not exist alone without pronunciation; andin communication, grammar and vocabulary are complementary to each other. thus, the threeelements of language are actually relatively independent and interdependent，which meansvocabula

22、ry learning will affects the learning of pronunciation and grammar. just as a famousbritish linguist wilkins (1978: 11) once said: no grammar, people cant express a lot of things,and no words, people are unable to express anything. in addition vocabulary learning is thefoundation of listening, speak

23、ing, reading, writing and translating and also one of the indexes ofones language skills and language application ability. based on this, the english syllabus ofsenior high school has made specific provision of vocabulary on its quality and quantity; whatsmore, there is a rising trend of the require

24、ment of students vocabulary learning.in 2001, ministry of education formulated and issued “english curriculum standards forfull-time compulsory general high school (experimental draft)”, eight level of vocabulary partset that high school graduates should learn to use 3000 words and 400-500 idioms or

25、collocations, and use words to understand and express different function, the intention andattitude; can use words describe complex things, behavior and characteristics and define theconcept etc. nine level set that high school graduates should “l(fā)earn to use 4500 words and acertain amount of idioms

26、or collocations”, can choose proper words to communicate or expressthemselves, taking the topic, occasion relation and other relative aspects into consideration.while the 1986 edition of english syllabus for high school students, requires students only tomaster 1600 words. its clear that the new eng

27、lish curriculum standards (experimental draft)has greatly enlarged the requirement of vocabulary learning. on one hand, the requirement forvocabulary quantity has increased from 1200 to 4500; on the other hand, it also pays moreattention to students vocabulary learning ability.11.1.2 the current sit

28、uation of vocabulary teaching in high schoolin spite of vocabularys important position in language acquisition, the school vocabularyteaching is not as good as expected. linguists have also proposed that in the process of learninga foreign language, the vocabulary, with its large amount and non- sys

29、tematic regularity, bringbeginners great difficulty to learn it. in english teaching, due to the large amount of vocabulary,students uneven level of english, some teachers fail to renew their education idea and teachagainst the intention of the textbook compilation. they still take traditional teach

30、ing methods,and strive to reach every aspect in english teaching, causing many students become weary ofenglish for the heavy study burden. many of them refuse to learn, read or write english. in thecourse of time, polarization phenomenon of students english level of grows increasingly serious,and th

31、e key of the problem depends on vocabulary learning. english learning goes from word tosentence, sentence to clause and then to whole article. undoubtedly, without enough vocabulary,it could be fairly difficult to comprehend or memorize a sentence, not to mention the articlereading comprehension and

32、 grammar. however, there are still many problems in vocabularyteaching and learning methods, including the understanding problems of teachers and students tothe vocabulary. many teachers and students think grammar is the core of english teaching;vocabulary learning is to remember the spelling, usage

33、 of words, which is all for the grammarunderstanding. whats more, students lack effective methods and strategies of vocabularylearning. here lists some english vocabulary teaching problems: pay more attention to spellingwhile ignore the pronunciation, words overgeneralization, single vocabulary inpu

34、t method,isolated from other word etc. in actual teaching process, students are always in a passive position,which is not conducive to improve students learning initiative and autonomy and their learningpotential is unluckily suppressed. therefore, to improve the quality of english teaching andallev

35、iate the students english level of polarization, the most important is to make the studentsmaster a certain number of words, and this is precisely the major difficulty of english learning,which is also the urgent problem that each english teaching workers are facing.1.1.3 the implication of task-bas

36、ed instruction in english teaching in chinain 2001, china issued the “full-time compulsory education curriculum standards in english”(experimental draft), which clearly pointed out that we should advocate task-based teachingapproach, implement the training of comprehensive language utilization abili

37、ty, advocate suchlearning methods as experience, practice, participation, cooperation and communication, and2make students achieve the target, feel the joy of success and emphasize students using the targetlanguage in studying. (department of education, 2001) task-based teaching becomes the focusof

38、english teaching in china, as well as the focus of the study in english teaching. especially inoral english and reading comprehension, task-based language teaching has been widely used andstudied, but the study of task-based teaching method in english vocabulary teaching of seniorhigh schools are la

39、cking. considering chinese special education background, a practicalvocabulary teaching method which truly meets students learning law and need in differentteaching conditions has not yet been carried out. therefore, make a wide investigation on seniorhigh school english vocabulary teaching and try

40、to apply task-based teaching method on englishvocabulary teaching have its feasibility and necessity.1.2 objective and significance of the studyin view of the importance of english vocabulary teaching, as well as the current englishvocabulary teaching and learning problems, the author tries to apply

41、 task-based approach insenior high school, while in respect to the practical needs and real conditions of chinese students,so as to improve the efficiency of english vocabulary teaching in senior high school, and tosolve students vocabulary learning problems, like hard to memorize the words, boringv

42、ocabulary lessons, easy to forget and the situation of “ more work, less effectiveness”. aboveall, the author try to provide a more practical and effective teaching plan for the senior highschool english vocabulary classes.vocabulary teaching is a complex process, which includes vocabulary teaching ideas,methods, techniques and other specific issues. the scientific and effective vocabulary teachingcan make students feel vocabulary learning structured, regular, so as to mobilize studentsenthusi