任务型教学法在初中英语口语教学中的应用

发布时间：2017-12-27 20:34

本文关键词：任务型教学法在初中英语口语教学中的应用　出处：《河北师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着中国改革开放和经济全球化的不断深入,中国与外国的交往越来越频繁,英语显得尤为重要。中国人与外国人接触的机会越来越多了,社会对英语口语的要求也越来越高了。然而当前的英语口语教学现状不令人满意,虽然很多初中生能够较好的掌握语法,但他们的交际能力很差,多数学生的英语口语并不如人意,“哑巴英语”现象在初中学生当中极为普遍。新课程标准强调要在加强英语语言基础知识和基础技能训练的同时,重视培养学生实际使用英语交际的能力。这就是说,初中英语要突出学生口头交际能力。但初中生的英语口语水平不容乐观。他们英语口语水平不高,对英语口语缺乏兴趣和信心。传统的课堂教学方式一直不能使学生喜欢开口说英语并提高其英语际应用能力。因此,提高初中学生的英语口语能力不仅重要而且迫在眉睫,寻求有实践操作意义和有价值的教学方法刻不容缓。任务型教学法是20世纪80年代兴起的一种强调“做中学”的语言教学方法,把语言运用的基本理念转化为具体实践意义的课堂教学方式,是近20多年来交际教学思想的一种发展形态。目前,国内大部分任务型教学研究侧重于该教学模式在中小学和大学教学中的应用。本文作者试图将任务型教学法应用到初中英语课堂,检验任务型教学法能否有效提高初中学生的英语学习兴趣和英语口语水平。本文以语言习得理论、建构主义理论和社会交往理论作为研究的理论基础,采用Willis的任务型教学模式研究任务型教学法在初中英语口语教学中的作用。本文的研究对象是河北石家庄市49中学八年级两个不同班级的学生。八年级(1)班为实验班,采用任务型教学法;八年级(9)班为控制班,采用传统教学模式。调查工具是两份调查问卷、两份口语测试卷以及访谈。本研究的方法和程序为:实验前,作者先对两个班级进行了问卷调查和口语测试,主要调查学生对英语学习的态度、兴趣、自信心以及学生的口语水平。结果表明,两个班在这两个方面没有明显差异。针对学生在英语口语中存在的问题,作者在实验班实施任务型教学时,有针对性的开展教学。首先介绍背景知识,明确教学任务,然后把不同的任务分配给不同的学习小组,小组讨论并形成报告,最后,分析语言焦点并进行操练。试验后,对学生进行第二次问卷调查和口语测试,以及学生访谈,结果显示任务型教学法对学生英语口语有积极的影响,优于传统教学模式。所有数据借助SPSS13.0软件进行分析处理。作者通过研究达到了预期的目标,取得了以下结论:1.任务型教学法能够提高学生的英语口语学习兴趣,能够激发学生的自信心,能够让学生构建积极的学习态度。2.任务型教学法大大激发了学生学习英语口语的动力,同时也提高了他们的英语口语水平和交际能力。虽然本研究在多方面取得了一定成果,但还存在一些缺点和不足,如研究时间较短,研究对象人数少、范围窄,这些可能会影响到数据分析的准确性,但是本研究对任务型教学法在初中英语口语课堂的应用以及研究结果进行了真实性描述。
[Abstract]:With the deepening of China's reform and opening up and economic globalization, the communication between China and foreign countries is becoming more and more frequent, and English is particularly important. There are more and more opportunities for Chinese people to contact foreigners, and the demand for spoken English is getting higher and higher. However, the current situation of oral English teaching is not satisfactory. Although many junior middle school students can master grammar better, their communicative ability is very poor. Most students' oral English is not satisfactory. "Dumb English" phenomenon is very common among junior high school students. The new curriculum standard emphasizes the training of English language basic knowledge and basic skills, while emphasizing the students' ability to use English in practice. That is to say, junior high school English should highlight the students' oral communication ability. But junior high school students' oral English level is not optimistic. They have a low level of oral English and lack interest and confidence in oral English. The traditional classroom teaching method has always been unable to make students like to speak English and improve their English application ability. Therefore, it is not only important but imminent to improve the oral English ability of junior high school students, and it is urgent to seek practical and valuable teaching methods. Task-based approach is a language teaching method that emphasizes the importance of "learning by doing" in the 1980s. It transforms the basic idea of language application into practical classroom teaching. It is a development form of communicative teaching thought in the past 20 years. At present, most of the task-based teaching research in China focuses on the application of the teaching model in primary and secondary school and university teaching. This paper attempts to apply task-based approach to junior middle school English class, and test whether task-based approach can effectively improve junior middle school students' interest in learning English and oral English level. Taking language acquisition theory, constructivism theory and social interaction theory as the theoretical basis of the research, this paper adopts the task based teaching mode of Willis to study the role of task-based teaching method in junior middle school oral English teaching. The object of this study is two different classes of students in grade eight of 49 middle school in Shijiazhuang, Hebei. The eight grade (1) class was the experimental class, the task-based teaching method was adopted, and the grade eight (9) was the control class and the traditional teaching mode was adopted. The survey tools were two questionnaires, two oral test papers and interviews. The method and procedure of this research are as follows: before the experiment, the author first conducted a questionnaire survey and oral test on two classes, mainly investigating students' attitudes, interests, self-confidence and oral English level of students. The results showed that there was no significant difference between the two classes in the two aspects. In view of the students' problems in oral English, the author carries out the teaching in the experimental class when it is implemented in task-based teaching. First, we introduce the background knowledge, clarify the teaching task, assign different tasks to different learning groups, discuss and form reports, and finally analyze the language focus and drill. After the experiment, second questionnaires, oral tests and interviews with students were conducted. The results showed that TBLT had a positive impact on students' oral English, which was superior to the traditional teaching mode. All data are analyzed with the aid of SPSS13.0 software. The author has achieved the expected goal through research. The following conclusions have been achieved: 1., task-based teaching method can improve students' interest in spoken English learning, stimulate students' self-confidence and enable students to build positive learning attitudes. 2. task-based teaching method greatly stimulates the students' motivation to learn oral English, and also improves their spoken English and communicative competence. Although this research has made some achievements in many aspects, but there are still some shortcomings, such as shorter research time, fewer and narrow subjects, which may affect the accuracy of data analysis, but the research of task-based teaching method in the application and research results of oral English Teaching in junior middle school are true description.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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