高中英语教师实施任务型教学现状的调查研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-08-05编辑:lgg点击率:5689
论文字数:38594论文编号:org201708022014045983语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文任务型教学高中英语教师实施现状
摘要:本文是高中英语教学论文,本文旨在从英语教师的角度对高中英语教学中任务型教学的实施现状进行调查研究,着重研究高中英语教师对于任务型教学的理解和看法,以及影响任务型教学有效实施的障碍和限制因素。
Chapter One Introduction
As is well known, Task-based Language Teaching (TBLT) has been proposed to English teachers in order to achieve the objectives of the New National English Curriculum Standards (NECS), which focus on the students’ personal developments and the abilities to solve problem. Since then, TBLT has become one of the research hotspots. This chapter is divided into three parts: research background, research significance and purpose, and the overall structure of the
thesis.
1.1 Research background
Regarded as the path leading to the development of modernization, English as Foreign Language (EFL) in China has been an increasingly popular subject in the last three decades. Mastering English well makes it easier for people to attend university, find a good job, do international business, and exchange ideas with people all around the world and so on. English as a language has attracted growing attention as its high social, economic, and national prestige. Thus, Chinese government emphasizes the importance to improve English
Education at different levels. To strengthen teaching work, improve teaching quality and enhance the competence of EFL learners, National curricula and Ministry of education policies in China put forward the suggestion of applying TBLT approach at all levels of the curricula. Launched in 2001, NECES recommends TBLT to be used as a major means of English teaching and stresses on a shift from traditional teacher-centered, book-centered mode of imparting knowledge to a student-centered, practice-centered, problem-solving mode of instruction. Meanwhile, TBLT is helpful to cultivate the capabilities of students’ imagination, thinking, memory, observation and creativity. The growing prominence of TBLT and the role it plays in facilitating second language learning has been noted in many research (Ellis, 2003; Willis & Willis, 2007; Van den Branden, Bygate & Norris, 2009; Foster, 2009).
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1.2 Research purpose and significance
Although many researchers have studied TBLT approach in the field of Second Language Acquisition (SLA), most of the current studies concentrate on the recommendation of TBLT in classrooms or analysis of its merits in English Language Teaching (ELT). Some studies have investigated the implementation of TBLT in the classroom, with a particular focus on the context of primary and tertiary English educat
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