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Task-based Language Teaching Approach and English Drama Performance on English learning [3]

论文作者:英语论文论文属性:职称论文 Scholarship Papers登出时间:2012-05-10编辑:lena ding点击率:6663

论文字数:2243论文编号:org201205101003229420语种:英语论文 English地区:中国价格:免费论文

关键词:Task-based language teachingEnglish drama performanceroles

摘要:任务型语言教学方法在20世纪80年代引起了重视。这是发达国家从交际语言教​​学,加强沟通,通过互动。本论文的目的是要找到如何英语话剧表演,作为一个基于任务的语言教学方法的有效形​​式,行使学生的英语综合技能。这项研究比较了学习者的英语学习不同的表现在两个时期---通过使用两种不同的教学方式之一,传统的方式和其他任务型教学,在英语话剧材料,行事方式。研究发现,学生体验英语戏剧行事得分较高。因此戏剧表演也充分体现学生的主体性,高度提高英语学习者的学习动机,开始他们在英语学习中的积极作用,从而提高学生的整体英语能力。

ng method?
Q2. What impacts do the English dramas exert on leaner’s motivation and English skills?
1. Participants
The subjects in this study were a group of sophomores majored in English (n=22). Their average age was 20.6 and they all had experienced eight years of English learning. They were chosen as subjects because they had firm foundation of English and good logical thinking and were good at performing.
2. Procedure
The study was divided into two stages. In the first stage, the teacher gave the students some classics to read. The teacher adopted the traditional grammar-translation method to teach the students the sentence structures and useful expressions. These were done in class, 45 minutes each class. After class, they gave students exercises to solid the knowledge the students had learned. At the end of the month, the students had a quiz about English listening, speaking and writing. In the second stage, teachers divided 22 students into 3 groups and gave them another three classics--- ---Titanic, the Cowherd and the Girl Weaver and Journey to the West, asking them to act them out. This was done in the open class. The students were not required to stay in the classroom and there was no time limit. And in preparation, the students could fly their imagination to adapt the plots to enrich the performance. After the students had practiced well, they were demanded to give us a lively English drama reporting performance. Later on, they had another quiz on listening, speaking and writing and had an interview about the feelings that they had. 
3. Data collection and analysis
In the two stages, the teacher conducted two quizzes on listening, speaking and writing and got two tables of score:
Table of score 1:
     score
ability(total) 
80---99 
60---79 
40---59 
20---39
Listening(100) 7 12 2 1
Speaking(100) 9 9 3 1
Writing(100) 11 9 1 1

Table of score 2:
     score
ability(total) 
80---99 
60---79 
40---59 
20---39
Listening(100) 11 8 1 1
Speaking(100) 13 8 1 0
Writing(100) 11 10 0 1

According to the tables, students’ ability of listening, speaking and writing have risen. The students had made greater progress than before. The results of the data seem to support a position that students have positive perceptions of English skills by performing English drama. In the second stage, the teacher interviewed the students about the feelings of taking part in such a task and the students stated that they showed great enthusiasm toward English drama performance. As they addressed, “I always long for the time to practice the English drama. The tasks played a key role to exert our potential ability and creativity.”

 

Ⅳ. Results and discussion
In practicing the English drama, the students showed great enthusiasm. High motivation as a major driving force made the students ready to spare more time and energy on the collaborative project. And the teacher played an important role in the process.
In the preparation step, when given the task, the students distributed roles to each other, sought for the supplementary materials on the Internet or in the library and always held intra-group and inter-group discussions to add or modif论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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