任务型教学法在初中英语写作教学中的应用研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-03-18编辑:lgg点击率:6089
论文字数:36254论文编号:org201703152030286848语种:英语 English地区:中国价格:$ 66
关键词:初中英语教学论文任务型教学教学影响应对策略
摘要:本文是初中英语教学论文,笔者将任务型语言教学运用于漯河市外语中学八年级的英语写作教学,开展了为期四个月的课堂行动研究,致力于探究任务型教学法对初中生英语写作的影响。
tly influenced the English teaching philosophy in China. In 2001, the English Curriculum Standards (Experimental Draft) made it clear to adopt TBLT in English teaching, which marked that the English teaching philosophy in China has stepped into the task-based period. After 30 years’ experiment, the philosophy of TBLT ----“learning by doing, learning in doing, and learning for doing” has been deeply rooted in the open-minded English teachers. Since 2012, after the issue of English Curriculum Standards (2011), there has been several series of books such as Go For It and Project English were published which were compiled according to the philosophy of TBLT. Project English was also the textbook LHFLMS used for Grade 8 students. However, through the observation in the experienced teachers’ classes in LHFLMS, the author found that none of these teachers applied this approach to their teaching. In their writing classes, they still employed product approach to the teaching of writing, which has been proved from theory to practice that it couldn’t ensure the improvement of students’ writing ability, let alone students’ overall development. Meanwhile, although there has sprang up plenty of researches about TBLT in recent years, few of them were focused on writing, especially the writing for junior high school students. Therefore, the author attempted to apply the philosophy of TBLT to the teaching of English writing for junior high school students, seeking to figure out what impacts TBLT may bring to students, which may provide some reference for further research in this field.
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Chapter Two Literature Review
2.1 Brief Review of Task-based Language Teaching Approach
According to Richards & Rodgers((2008:223), task-based language teaching approach (TBLT) refers to “an approach based on the use of tasks as the core unit of planning and instruction in language teaching”. It takes the notion of tasks as the core unit of planning and language teaching. So the understanding of tasks will significantly affect how the tasks will be designed. Based on the analysis of the definitions of tasks given by different scholars, Gong Yafu and Luo Shaoqian(2006) divided the ideas of tasks into two versions: strong version and weak version. The representatives of the former are Willis, Long, Ellis and so on. They all hold that only those activities that have a communicative purpose along wit
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