任务型教学帮助村镇高中生提升英语诵读能力分析 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-04-21编辑:lgg点击率:2977
论文字数:39800论文编号:org201404201453128040语种:英语 English地区:中国价格:$ 66
关键词:任务型教学法阅读能 力英语阅读教学高中生农村
摘要:Specifically speaking, task-based language teaching approach offers the opportunityfor natural learning inside the classroom. It is intrinsically motivating. It can be usedalongside with traditional approach. All in all, this approach is student-oriented, which canpromote language acquisition through accomplishing tasks.
velop into listening, speaking and writing. Itcan make students develop their overall abilities. Gradually, the goal set under "NationalEnglish Language Curriculmn Standards of High School’’ can be realized, making studentsimprove skills of applying English in real life situations.
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Chapter Two Literature Review
2.1 Definition of task
Long(1985) pointed out that task is the piece of work for oneself or for others, freelyor with some reward. Thus examples of tasks include reading a book,painting the house orbooking the ticket. Tasks are many common things people do in daily life.Richards,et al,(1986) has made it clear that task is the activity during the process oflearning, understanding and comprehending the language.Breen ( 1987) considered task as any kind of work plan that can promote study, fromsmall-sized practice to major-sized activities,such as solve problems by teamwork, imitateand make a decision and so on. Its basic characteristics are goal-oriented, result-orientedand process-based.Crookes (1989) considered that task is a certain work or activity with a certain aim.In language teaching, task is the activity for communication purpose. It is the languagepractice which is learning by doing.After reviewing all abovementioned definitions, David Nunan ( 1989) summarizedtask as the communicative activities that are understood, applied and interacted in theprocess of learning a target language. He thought that task structure consists five parts,which are teaching goal,input,and activities, roles of students and teachers andenvironment. According to Nunan,a pedagogical task is an activity or actionwhich is carried out as a result of processing and understanding language,for example,drawing a map while listening to the tape.
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2.2 The theory about Task-based Language Teaching Approach
2.2.1 Definitions of TBLT
Assessmentis primarily based on task outcome (in other words the appropriate completion of tasks)rather than on accuracy of language forms. This makes TBLL especially popular fordeveloping target language fluency and student confidence.The earliest educator who made research on task-based teaching approach is Prabhu.He defined task as an activity which required learners to achieve outcome from giveninformation through process of thought and which allowed teachers to control and regulatethe process. He divided task into three types: information-gap tasks, opinion-gap tasks andreasoning-gap tasks. He was the first person who considered task as one part of languageteaching in classroom,which aroused intense attention。He thought that task is activityfrom which students got results through thinking. He agreed that teachers should not set upa lot of grammar rules and correct students when teaching a language.Although there are different definitions according to different language experts,there is one thing in common; task-based language teaching approach involves actuallanguage applications. In the process of accomplishing the task,students use targetlanguage to comprehend and communicate. A piece of classroom work which involveslearners in comprehending, manipulating, producing or interacting in the target language,during which their attention is focused on meaning rather than form.
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Chapter Three Methodology............... 15
3.1 Objective............... 15
3.2 Research hypothesis ........
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