任务型教学法在中职英语专业口语教学中的应用研究

发布时间：2018-05-06 23:29

本文选题：任务 + 任务型教学　；参考：《延边大学》2017年硕士论文

【摘要】：任务型教学法兴起于20世纪80年代,把语言学习看作是做中学的过程,英语口语教学是为了让学生使用英语进行交流、获取信息、通过实践达到交际的目的过程。由此可见在英语口语教学中任务型教学法起着至关重要的作用。本研究通过调查问卷、访谈法和教学反思对通化师范学院分院15级初等教育的两个英语专业班的70名学生开展了为期八周的实验研究。旨在通过将任务型教学法应用到中职英语专业口语教学中,在口语教学中的各个环节使用不同的任务,探索出适应中职英语专业学生学习现状的口语教学方法和策略。通过研究发现,任务型教学法有利于营造良好的英语口语学习氛围,有利于提高学生学习口语的兴趣和自信心,增强了学生自主学习和合作学习的能力,激发了学生学习英语的积极性,并最终能够提高中职学生英语口语技能。将任务型教学法应用于中职学校英语口语教学中,在复习导入环节中采用编目(列单子)这类任务,让学生对学过的知识内容进行梳理、归纳来完成任务,从而调动学生的学习兴趣和自信心。在课堂呈现环节中应用对比型任务让学生互相交流、互相促进加深对语言的掌握。在复习回顾环节中适合应用个人经历型任务,使学生对自己的知识结构进行内化进一步掌握语言。本研究基于国内外教育界的相关研究成果,尝试使用任务型教学法来改变"3P"教学模式,有利于推进《中等职业英语教学大纲》的进一步实施,改变中职英语口语课堂的教学现状。
[Abstract]:Task-based teaching method (TBA) originated in the 1980s. It regards language learning as a process of learning by doing. Oral English teaching aims at enabling students to communicate with each other in English, to obtain information and to achieve the purpose of communication through practice. Therefore, task-based teaching plays an important role in oral English teaching. The present study conducted an eight-week experimental study on 70 English majors in primary education in Grade 15 of Tonghua Teachers College by questionnaire, interview and reflection. The purpose of this paper is to apply task-based approach to oral English teaching for vocational English majors, and to explore oral teaching methods and strategies adapted to the present situation of English majors in secondary vocational schools by using different tasks in each link of oral English teaching. It is found that task-based approach is conducive to creating a good atmosphere for oral English learning, improving students' interest and self-confidence in oral English learning, and enhancing students' ability of autonomous learning and cooperative learning. It can stimulate students' enthusiasm for learning English and eventually improve students' oral English skills. The task-based teaching method is applied to the oral English teaching in secondary vocational schools. The tasks of cataloguing (listing) are used in the review and introduction, so that the students can sort out and sum up the contents of the learning knowledge to complete the tasks. In order to mobilize students' interest in learning and self-confidence. The application of contrastive tasks in classroom presentation allows students to communicate with each other and promote their mastery of the language. It is suitable to apply personal experiential tasks in review and review so that students can internalize their knowledge structure and master language further. This study attempts to change the "3P" teaching model by using task-based teaching methods based on the relevant research results in the field of education at home and abroad, which is conducive to the further implementation of the Secondary Vocational English syllabus. To change the present situation of oral English teaching in secondary vocational schools.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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