碩士學(xué)位論文高中英語任務(wù)型教學(xué)實(shí)施現(xiàn)狀的調(diào)查報(bào)告

1、全國優(yōu)秀教育碩士專業(yè)學(xué)位論文全國優(yōu)秀教育碩士專業(yè)學(xué)位論文 推薦表推薦表 單位名稱：陜西師范大學(xué) 填表日期：2011 年 11 月 22 日 論文題目關(guān)于大連地區(qū)高中英語任務(wù)型教學(xué)實(shí)施現(xiàn)狀的調(diào)查報(bào)告 作者姓名論文答辯日期學(xué)科專業(yè)方向 李若嗣學(xué)科教學(xué)（英語） 基于建構(gòu)主義學(xué)習(xí)觀的高中英語教學(xué)法初探， 環(huán)球論叢 2008 年 1 月 發(fā)表學(xué) 術(shù)論文 (題目， 刊名,時(shí) 間，社 會影響) 論文所 產(chǎn)生的 實(shí)際影 響(對作 者工作 及所在 單位工 作) 文章以建構(gòu)主義學(xué)習(xí)觀為理論框架，闡釋了“情境” 、 “協(xié)作” 、 “會話”和“意義建構(gòu)”四大要素在中學(xué)英語教學(xué) 中的重要地位和作用。并以此為基礎(chǔ)提出了以

2、教師為主導(dǎo)進(jìn) 行“情境”創(chuàng)設(shè)，以學(xué)生為中心進(jìn)行“協(xié)作”學(xué)習(xí)，以課堂 為陣地進(jìn)行“會話”商討，以創(chuàng)新為目標(biāo)進(jìn)行“意義建構(gòu)” 。 旨在為實(shí)現(xiàn)學(xué)生為主體的中學(xué)英語教學(xué)提供理論和實(shí)踐幫助。 出版專 著(名稱、 出版社、 出版時(shí) 間) 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 獲獎(jiǎng)項(xiàng) 目(名稱、 等級及 時(shí)間） 2 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)) 目前，傳統(tǒng)應(yīng)試教育受到的強(qiáng)烈批判要求對我國的英語教學(xué)進(jìn) 行改革。新的高中英語課程標(biāo)準(zhǔn)提倡在英語課堂中實(shí)施任務(wù)型教

3、學(xué) 模式，要求教師引導(dǎo)學(xué)生通過參與、體驗(yàn)、交流、合作的方式培養(yǎng) 學(xué)生綜合運(yùn)用語言的能力。任務(wù)型教學(xué)正被大力提倡用來提高中國 英語教學(xué)質(zhì)量。多種版本的高中英語教材都遵循任務(wù)型教學(xué)的原則 來編寫。 任務(wù)型教學(xué)是 20 世紀(jì) 80 年代興起的一種強(qiáng)調(diào)“做中學(xué)”的語 言教學(xué)方法，它把語言運(yùn)用的基本理念轉(zhuǎn)化為具有實(shí)踐意義的課堂 教學(xué)方式，是交際教學(xué)思想的一種發(fā)展形態(tài)。課堂教學(xué)的核心是任 務(wù)，而語言是學(xué)習(xí)者用來完成任務(wù)的工具。為了完成任務(wù)，學(xué)習(xí)者 以“意義”為中心，盡力調(diào)動各種資源進(jìn)行“意義”構(gòu)建，以促進(jìn) 解決某種問題的交際能力。 目前國內(nèi)關(guān)于任務(wù)型教學(xué)的研究多局限于如何在英語課堂中實(shí) 施任務(wù)型教學(xué)，而對

4、任務(wù)型教學(xué)實(shí)施的現(xiàn)狀的調(diào)查研究相對缺乏。 因此，任務(wù)型教學(xué)在實(shí)際英語課堂教學(xué)中的實(shí)施現(xiàn)狀引起了筆者的 關(guān)注。筆者選取了自己工作所在地-大連地區(qū)有代表性的四所高 中，深入課堂，細(xì)致觀察，詳細(xì)描述了這四所學(xué)校英語課堂中教師 實(shí)施任務(wù)型教學(xué)的現(xiàn)狀，并通過師生調(diào)查問卷分析出客觀存在的問 題及原因。其中來自普通高中的兩位教師在課堂上沒有按照要求實(shí) 施任務(wù)型教學(xué)，而是采用了以往的傳統(tǒng)式教學(xué)以教師為中心， 以講解詞匯、語法為主，并且缺乏師生間、生生間的互動交流等。 另兩位來自重點(diǎn)高中的教師在課堂中的確實(shí)施了任務(wù)型教學(xué)，但仍 存在三大問題過分強(qiáng)調(diào)了語言的“意義” ，而忽略了語言的 “形式” ；任務(wù)難度設(shè)置不合

5、理；重視“后任務(wù)階段” ，忽略了“中 任務(wù)階段”。針對以上存在的問題，筆者提出了自己的建議各 級教育管理部門積極為教師提供有效的學(xué)習(xí)、觀摩及培訓(xùn)機(jī)會以迅 速提高教師教學(xué)能力及水平，從而適應(yīng)新時(shí)期任務(wù)型教學(xué)的要求； 教師應(yīng)根據(jù)學(xué)生的實(shí)際情況改變傳統(tǒng)的教學(xué)理念和教學(xué)模式，大力 發(fā)展學(xué)生綜合運(yùn)用語言的能力。 本調(diào)查報(bào)告對當(dāng)前國內(nèi)的英語教師培訓(xùn)有一定啟示，能加強(qiáng)廣 大英語教師及研究人員對任務(wù)型教學(xué)及實(shí)踐的理解，提高英語教師 的教學(xué)實(shí)踐能力。 主要參考文獻(xiàn) 3 Arnold, J. 2000. Affect in Language Learning. Beijing: Foreign Language

6、Teaching and Research Press. Bachman, L. and A. Palmer. 1996. Language Teaching in Practice. Oxford: Oxford University Press. Breen, M. 1984. Process syllabuses for the language classroom. C. Brumfit (Ed.). Brown, H.D. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. Beiji

7、ng: Foreign Language Teaching and Research Press. Candlin, C.1987. Toward Task-based Learning. C. Candlin and D. Murphy (Eds.). Crookes, G. 1986.Task classification: a cross-disciplinary review. Technical Report No.4. Honolulu: Center for Second Language Classroom Research, Social Science Research I

8、nstitute, University of Hawaii. Crookes, G. and S. Gass. (Eds.). 1993a. Tasks and Language Learning: Integrating Theory and Practice. Clevedon: Multilingual Matters. Crookes, G. and S. Gass. (Eds.). 1993b. Tasks in a Pedagogical Context: Integrating Theory and Practice. Clevedon: Multilingual Matter

9、s. Ellis, R. 2003. Task-based Language Learning and Teaching. Oxford: Oxford University Press. Estaire, S. and J. Zanon. 1994. Planning Classwork: A Task-based Approach. Oxford: Heinemann. Jacobs, G. 1998. Cooperative learning or just grouping students: The difference makes a difference. W. Renanda

10、and G. Jacobs (Eds), Learners and Language Learning (pp.145-171). Singapore: SEMAEO. Lee, J. 2000. Tasks and Communicating in Language Classrooms. Boston: McGraw Hill. Long, M. 1989. Task, group, and task-group interactions. University of Hawaii Working Papers in ESL 8: 1-26. Long, M. and G. Crookes

11、. 1992. Three approaches to task-based 4 syllabus design. TESOL Quarterly 26: 27-56. Nunan, D. 1985a. Language Teaching Course Design: Trends and Issues. Adelaide: National Curriculum Resource Center. Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Pr

12、ess. Prabhu, N. S. 1987. Second Language Pedagogy. Oxford: Oxford University Press. Skehan, P. 1996a. A Framework for the implementation of task-based instruction. Applied Linguistics, 17: 38-62. Oxford: Oxford University Press. Skehan, P. and P. Foster. 1997. Task type and task processing condition

13、s as influences on foreign language performance. Language Teaching Research, 1: 185-211. Skehan, P. 2001. Task type and language performance assessment. M. Bygate, P. Skehan, and Swain (Eds.), Researching Pedagogic Tasks (pp: 167-185). Essex: Pearson Education Limited. Willis, J. 1996. A Framework f

14、or Task-based Learning. Harlow: Longman. 方文禮，2003，外語任務(wù)型教學(xué)法縱橫談， 外語教學(xué)與研究 ，第 9 期。 廖曉青，2001，任務(wù)型教學(xué)的理論基礎(chǔ)與課堂實(shí)踐， 中小學(xué)外語 教學(xué) ，第 11 期。 劉利平，2005，外語任務(wù)型教學(xué)的課堂實(shí)踐， 中小學(xué)外語教學(xué) ， 第 3 期。 余廣安，2002，外語任務(wù)型教學(xué)：定位與思考， 中小學(xué)外語教學(xué) ， 第 2 期。 中華人民共和國教育部， 2003， 普通高中英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)） ， 人民教育出版社。 專家推 薦理由 本論文理論依據(jù)充足，實(shí)證研究深入細(xì)致，數(shù)據(jù)分析客觀公 正。作者所提的建議對英語教師培訓(xùn)、

15、改變教師理念和教學(xué)模式有 很大的啟示。 專家簽字：徐忠慧 5 單位推 薦意見 同意推薦。同意推薦。 學(xué)位評定委員會分會主席（簽章）： 單位公章 2011 年 12 月 15 日 6 分類號 G633.41 密 級 學(xué) 號 J26189 教育碩士學(xué)位論 文 題 目 關(guān)于大連地區(qū)高中英語任務(wù)型教學(xué) 實(shí)施現(xiàn)狀的調(diào)查報(bào)告 作者姓名 指導(dǎo)教師姓名 學(xué)科專業(yè)學(xué)科教學(xué)（英語） 提交論文日期 A Survey of the Implementation of Task-based Instruction for Senior English in Dalian By Li Ruosi A Thesis Sub

16、mitted to the Faculty of the College of Foreign Languages In Partial Fulfillment of the Requirements for the Degree Of Master of Education in English Teaching Shaanxi Normal University April, 2009 學(xué)位論文獨(dú)創(chuàng)性聲明學(xué)位論文獨(dú)創(chuàng)性聲明 本人聲明所呈交的學(xué)位論文是我在導(dǎo)師的指導(dǎo)下進(jìn)行的研究工作及取得的研本人聲明所呈交的學(xué)位論文是我在導(dǎo)師的指導(dǎo)下進(jìn)行的研究工作及取得的研 究成果。盡我所知，除文中已經(jīng)注明引

17、用的內(nèi)容外，論文中不包含其他個(gè)人已經(jīng)究成果。盡我所知，除文中已經(jīng)注明引用的內(nèi)容外，論文中不包含其他個(gè)人已經(jīng) 發(fā)表或撰寫過的研究成果，也不包含為獲得陜西師范大學(xué)或其它教育機(jī)構(gòu)的學(xué)位發(fā)表或撰寫過的研究成果，也不包含為獲得陜西師范大學(xué)或其它教育機(jī)構(gòu)的學(xué)位 或證書而使用過的材料。對本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中或證書而使用過的材料。對本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中 作了明確說明并表示謝意。作了明確說明并表示謝意。 作者簽名：作者簽名： 日期：日期： 學(xué)位論文使用授權(quán)聲明學(xué)位論文使用授權(quán)聲明 本人同意研究生在校攻讀學(xué)位期間論文工作的知識產(chǎn)權(quán)單位屬陜西師范大學(xué)。本人同意研究

18、生在校攻讀學(xué)位期間論文工作的知識產(chǎn)權(quán)單位屬陜西師范大學(xué)。 本人保證畢業(yè)離校后，發(fā)表本論文或使用本論文成果時(shí)署名單位仍為陜西師范大本人保證畢業(yè)離校后，發(fā)表本論文或使用本論文成果時(shí)署名單位仍為陜西師范大 學(xué)。學(xué)校有權(quán)保留學(xué)位論文并向國家主管部門或其它指定機(jī)構(gòu)送交論文的電子版學(xué)。學(xué)校有權(quán)保留學(xué)位論文并向國家主管部門或其它指定機(jī)構(gòu)送交論文的電子版 和紙質(zhì)版；有權(quán)將學(xué)位論文用于非贏利目的的少量復(fù)制并允許論文進(jìn)入學(xué)校圖書和紙質(zhì)版；有權(quán)將學(xué)位論文用于非贏利目的的少量復(fù)制并允許論文進(jìn)入學(xué)校圖書 館、院系資料室被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索；有權(quán)館、院系資料室被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入

19、有關(guān)數(shù)據(jù)庫進(jìn)行檢索；有權(quán) 將學(xué)位論文的標(biāo)題和摘要匯編出版。將學(xué)位論文的標(biāo)題和摘要匯編出版。 作者簽名：作者簽名： 日期：日期： I Acknowledgements Id like to take this chance to express my gratitude to all the people who have helped me considerably with my study and my writing of this thesis. First of all, I would like to thank my venerable supervisor, Professor

20、 Xu Zhonghui, for her judicious guidance, insightful suggestions and unfailing attention to this thesis writing. Without her help, I could not have resolved to set about this thesis and it could not have taken the present form. Professor Xu went through every part of the thesis with thought- provoki

21、ng comments. She gave me warm encouragement and genuine help. My sincere gratitude also goes to Professor Zhang Sirui, Professor Zhang Min, Professor Wang Maojin, Professor Xi Qingxia, and Professor Wang Yi for their excellent lectures on literature and English teaching, which led me to a much wider

22、 world. I can not forget the interesting and lively lectures from many other professors from other institutes of Shaanxi Normal University. I also owe my thanks to Ms Wang Min, who offered me many important and valuable books. I will always remember the two-year precious campus life. Meanwhile, Id l

23、ike to thank my fellow classmates, with whom I have ever shared the two precious years and from whom I have received considerable encouragement. In particular, sincere thanks go to the four senior school teachers, who gave me great help and precious suggestions during my research. Finally, I sincere

24、ly thank my parents, my sister and my husband, who have been providing me with their most precious care and love in the world. II A Survey of the Implementation of Task-based Instruction for Senior English in Dalian Li Ruosi Abstract：The strong criticism of the examination-oriented education calls f

25、or the reform on the English teaching in China. The new ECS (English Curriculum Standards) for senior schools proposes the mode of task-based teaching and learning by means of participation, experience, communication and cooperation. As one of the most popular language teaching approaches in the wor

26、ld, task-based instruction (TBI) has been widely advocated to improve the English teaching in China. A variety of textbooks are compiled according to the task-based principle. This relatively new teaching methodology, evolved from communicative language teaching (CLT) emphasizes “l(fā)earning by doing”

27、and provides language learners with opportunities to make classroom language learning meaningful. The primary focus of the classroom activities is the task, and language is used as the tool to complete the task. Centering on “meaning”, learners try to apply varieties of language resources to constru

28、ct “meaning” for the purpose of facilitating the development of learners communicative ability. Consequently, the current situation of the implementation of TBI arouses the present authors attention. Much of the research at home on TBI focuses on how to implement TBI in Chinese English classrooms; h

29、owever, how teachers actually implement TBI does not receive sufficient attention. Four typical senior middle schools are chosen in Dalian. The author described the real classroom teaching circumstances and process by means of observation, and questionnaires. This survey summarized the major finding

30、s as follows: the teachers from the ordinary senior schools still convey language knowledge, ignoring the communicative use of language. The ways of organizing the classroom teaching were not varied. There lacked effective teacher- student and student-student interactions. The classes were totally t

31、eacher-centered. On the other hand, the teachers from two key-point senior schools overemphasized “meaning” while ignored the target language “forms”. The task difficulty was inappropriately set. And the teachers focused on the post-task phase while ignored the during-task phase. The author put forw

32、ard some suggestions for senior English classroom teaching. The educational departments should offer ample chances of III learning and training to the teachers in order to improve their teaching ability and meet the demands of task-based instruction. At the same time the teachers ought to change the

33、ir traditional teaching concept and examination-oriented teaching model. They should also try to develop students communicative ability of language to improve their language proficiency. The findings generated from the current survey shed light on teacher training programmes and the designing and im

34、plementing of communicative tasks in EFL classroom context in China. Key words: Curriculum implementation Task-based instruction senior English classroom teaching the new ECS (English Curriculum Standards) for senior schools IV 畢業(yè)設(shè)計(jì)（論文）原創(chuàng)性聲明和使用授權(quán)說明畢業(yè)設(shè)計(jì)（論文）原創(chuàng)性聲明和使用授權(quán)說明 原創(chuàng)性聲明原創(chuàng)性聲明 本人鄭重承諾：所呈交的畢業(yè)設(shè)計(jì)（論文）

35、，是我個(gè)人在指導(dǎo)教 師的指導(dǎo)下進(jìn)行的研究工作及取得的成果。盡我所知，除文中特別加 以標(biāo)注和致謝的地方外，不包含其他人或組織已經(jīng)發(fā)表或公布過的研 究成果，也不包含我為獲得 及其它教育機(jī)構(gòu)的學(xué)位或?qū)W歷 而使用過的材料。對本研究提供過幫助和做出過貢獻(xiàn)的個(gè)人或集體， 均已在文中作了明確的說明并表示了謝意。 作 者 簽 名： 日 期： 指導(dǎo)教師簽名： 日期： 使用授權(quán)說明使用授權(quán)說明 本人完全了解 大學(xué)關(guān)于收集、保存、使用畢業(yè)設(shè)計(jì)（論 文）的規(guī)定，即：按照學(xué)校要求提交畢業(yè)設(shè)計(jì)（論文）的印刷本和電 子版本；學(xué)校有權(quán)保存畢業(yè)設(shè)計(jì)（論文）的印刷本和電子版，并提供 目錄檢索與閱覽服務(wù)；學(xué)?？梢圆捎糜坝?、縮印、數(shù)

36、字化或其它復(fù)制 手段保存論文；在不以贏利為目的前提下，學(xué)?？梢怨颊撐牡牟糠?或全部內(nèi)容。 作者簽名： 日 期： V 學(xué)位論文原創(chuàng)性聲明學(xué)位論文原創(chuàng)性聲明 本人鄭重聲明：所呈交的論文是本人在導(dǎo)師的指導(dǎo)下獨(dú)立進(jìn)行研 究所取得的研究成果。除了文中特別加以標(biāo)注引用的內(nèi)容外，本論文 不包含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫的成果作品。對本文的研 究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本人完 全意識到本聲明的法律后果由本人承擔(dān)。 作者簽名： 日期： 年 月 日 學(xué)位論文版權(quán)使用授權(quán)書學(xué)位論文版權(quán)使用授權(quán)書 本學(xué)位論文作者完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定， 同意學(xué)校保留并向國家有關(guān)部

37、門或機(jī)構(gòu)送交論文的復(fù)印件和電子版， 允許論文被查閱和借閱。本人授權(quán) 大學(xué)可以將本學(xué)位 論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索，可以采用影印、縮 印或掃描等復(fù)制手段保存和匯編本學(xué)位論文。 涉密論文按學(xué)校規(guī)定處理。 作者簽名：日期： 年 月 日 導(dǎo)師簽名： 日期： 年 月 日 VI 關(guān)于大連地區(qū)高中英語任務(wù)型教學(xué)實(shí)施現(xiàn)狀的調(diào)查報(bào)告關(guān)于大連地區(qū)高中英語任務(wù)型教學(xué)實(shí)施現(xiàn)狀的調(diào)查報(bào)告 摘摘 要要：目前，傳統(tǒng)應(yīng)試教育受到的強(qiáng)烈批判要求對我國的英語教學(xué)進(jìn)行改 革。新的高中英語課程標(biāo)準(zhǔn)提倡在英語課堂中實(shí)施任務(wù)型教學(xué)模式，要求教師引 導(dǎo)學(xué)生通過參與、體驗(yàn)、交流、合作的方式培養(yǎng)學(xué)生綜合運(yùn)用語言的能力。任務(wù) 型

38、教學(xué)正被大力提倡用來提高中國英語教學(xué)質(zhì)量。多種版本的高中英語教材都遵 循任務(wù)型教學(xué)的原則來編寫。 任務(wù)型教學(xué)是 20 世紀(jì) 80 年代興起的一種強(qiáng)調(diào)“做中學(xué)”的語言教學(xué)方法， 它把語言運(yùn)用的基本理念轉(zhuǎn)化為具有實(shí)踐意義的課堂教學(xué)方式，是交際教學(xué)思想 的一種發(fā)展形態(tài)。課堂教學(xué)的核心是任務(wù)，而語言是學(xué)習(xí)者用來完成任務(wù)的工具。 為了完成任務(wù)，學(xué)習(xí)者以“意義”為中心，盡力調(diào)動各種資源進(jìn)行“意義”構(gòu)建， 以促進(jìn)解決某種問題的交際能力。 目前國內(nèi)關(guān)于任務(wù)型教學(xué)的研究多局限于如何在英語課堂中實(shí)施任務(wù)型教學(xué)， 而對任務(wù)型教學(xué)實(shí)施的現(xiàn)狀的調(diào)查研究相對缺乏。因此，任務(wù)型教學(xué)在實(shí)際英語 課堂教學(xué)中的實(shí)施現(xiàn)狀引起了筆者

39、的關(guān)注。筆者選取了自己工作所在地-大連地 區(qū)有代表性的四所高中，深入課堂，細(xì)致觀察，詳細(xì)描述了這四所學(xué)校英語課堂 中教師實(shí)施任務(wù)型教學(xué)的現(xiàn)狀，并通過師生調(diào)查問卷分析出客觀存在的問題及原 因。其中來自普通高中的兩位教師在課堂上沒有按照要求實(shí)施任務(wù)型教學(xué)，而是 采用了以往的傳統(tǒng)式教學(xué)以教師為中心，以講解詞匯、語法為主，并且缺乏 師生間、生生間的互動交流等。另兩位來自重點(diǎn)高中的教師在課堂中的確實(shí)施了 任務(wù)型教學(xué)，但仍存在三大問題過分強(qiáng)調(diào)了語言的“意義” ，而忽略了語言 的“形式” ；任務(wù)難度設(shè)置不合理；重視“后任務(wù)階段” ，忽略了“中任務(wù)階段”。 針對以上存在的問題，筆者提出了自己的建議各級教育管理

40、部門積極為教師 提供有效的學(xué)習(xí)、觀摩及培訓(xùn)機(jī)會以迅速提高教師教學(xué)能力及水平，從而適應(yīng)新 時(shí)期任務(wù)型教學(xué)的要求；教師應(yīng)根據(jù)學(xué)生的實(shí)際情況改變傳統(tǒng)的教學(xué)理念和教學(xué) 模式，大力發(fā)展學(xué)生綜合運(yùn)用語言的能力。 本調(diào)查報(bào)告對當(dāng)前國內(nèi)的英語教師培訓(xùn)有一定啟示，能加強(qiáng)廣大英語教師及 研究人員對任務(wù)型教學(xué)及實(shí)踐的理解，提高英語教師的教學(xué)實(shí)踐能力。 關(guān)鍵詞：關(guān)鍵詞：課程實(shí)施 任務(wù)型教學(xué) 高中英語課堂教學(xué) 高中英語新課程標(biāo)準(zhǔn) Contents Chapter 1 Introduction.1 1.1 Research Orientation.1 1.2 Rationale for the Research.1 1.

41、2.1 The traditional 3Ps teaching approach .1 1.2.2 The communicative language teaching method.2 1.3 Aims and Significance of the Present Study.3 1.4 Organization of This Thesis.4 Chapter 2 Literature Review.5 2.1 Definition of Task and Task Component.5 2.1.1 Definition of task.5 2.1.2 Task component

42、.6 2.2 Definition of the TBI .7 2.3 Implementation of the Task-based Instruction .8 2.3.1 Lesson design .8 2.3.2 Participatory structure .9 2.4 The Research on Task-based Instruction in China and Abroad.10 2.4.1 The research on TBI abroad.10 2.4.2 The research on TBI in China .11 Chapter 3 Research

43、Methods.13 3.1 Subjects.13 3.2 Instruments.13 3.2.1 Classroom observation and transcription making .13 3.2.2 Questionnaires.14 3.3 Procedure .14 Chapter 4 Findings and Analysis.15 4.1 The Current Situation in Designing and Implementing Task- based Instruction .15 4.1.1 The existing problems in the i

44、mplementation of the TBI.15 4.1.2 The TBI not adopted.20 4.2 The Factors Affecting the Implementation of Tasks .26 4.2.1 Teacher qualification.26 4.2.2 Teacher preparation and resources.27 4.2.3 Language proficiency of the students.27 4.2.4 Students attitudes towards TBI .27 Chapter 5 Conclusion.29

45、5.1 Summary of Major Findings.29 5.2 The Suggestions for the Implementation of TBI .30 5.3 Limitation of the Convey.30 References.31 Appendix I.33 Appendix II.34 攻讀學(xué)位期間的研究成果攻讀學(xué)位期間的研究成果.36 List of Abbreviations (In alphabetical order) CLT: communicative language teaching ECS: English Curriculum Stand

46、ards EFL: English as a foreign language ESL: English as a second language SLA: second language acquisition TBI: task-based instruction Chapter 1 Introduction 1 Chapter 1 Introduction 1.1 Research Orientation The strong criticism of the examination-oriented education calls for the reform on the Engli

47、sh teaching in China. The new ECS (English Curriculum Standards) for senior schools proposes the mode of task-based teaching and learning by means of participation, experience, communication and cooperation. As one of the most popular language teaching approaches in the world, task-based instruction

48、 (TBI) has been widely advocated to improve the English teaching in China. A variety of textbooks are compiled according to the task-based principle. This thesis mainly focuses on the current situation of the implementation of TBI for senior English teaching in Dalian city and put forward some sugge

49、stions. 1.2 Rationale for the Research 1.2.1 The traditional 3Ps teaching approach Before discussing task-based language teaching, we should consider the more traditional methods of language teaching. For many years, almost ever since there was foreign language teaching in China, the most influentia

50、l and dominant approach has been 3Ps (Skehan, 2002): presentation, practice, and production, which are the three main stages of classroom language teaching. This presentation-based approach concentrates on the grammatical system of the language. As a result, the focus of the language teaching is on

51、the presentation and practice of grammar, and the automatic production of the target language, according to the linguistic rules learnt in the first and second stages. Teachers present the language segments to the learners in models, initially one item at a time. The first stage is generally focuses

52、 on a single point of grammar which is presented explicitly or implicitly to maximize the chances that the certain rules will be understood and mastered. This stage is followed by practice activities designed to internalize the newly learnt rules. In the second stage, learners do not express their o

53、wn personal meanings. They only work out some more examples according to the rules and other language segments which bear not much relationship to 陜西師范大學(xué)教育碩士學(xué)位論文 2 their real life. Only in the production stage can learners get away from the control and they may be able to produce language based on m

54、eanings they want to express instead of those ready-made meanings. Yet this also quite limited in many cases. Learners are usually seldom provided opportunities to develop the skills or strategies to convey communicative meanings with the target language in real and concrete circumstances. The learn

55、ers may know a lot about the grammatical rules, but can not communicate with others in a real situation appropriately and fluently. 1.2.2 The communicative language teaching method Before the 1960s, language was more than simply a system of rules, and “the task for language learners was to internali

56、ze these rules by whatever means were at their disposal” (Nunan, 1989). In other words, learners priority was to master the structures of the language, while the consideration of meaning was seen as less important than form. However, during the 1970s, “a much richer conceptualization of language” be

57、gan to emerge. Language was considered and analyzed as “a system for the expression of meaning”, rather than as “a system of abstract syntactic rules” (Nunan, 1989). In terms of learning, it is generally accepted that “we need to distinguish between learning that and knowing how” (Nunan, 1989). That

58、 is to say, learners need to distinguish between knowing various grammar rules and being able to employ these rules effectively and appropriately when communicating. Because of the drawbacks of the above traditional methods of language teaching, linguists and language teaching specialists devoted th

59、emselves to the reform in teaching methodology. CLT has brought about revolutionary changes in language theory and practice. CLT is characterized as the following four components: (1) classroom goals are focused on all the components of communicative competence and not restricted to grammatical or l

60、inguistic competence; (2) language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaning purposes, while organizational language forms are not the central focus but rather aspects of language that enable the learners to accomplish those purpos