任务型教学法在初中英语阅读的应用

范文编号:YY237  字数:12712.页数:37

ABSTRACT

 The teaching of reading in junior middle schools is an essential part of English education. The English Curriculum Criteria is being carried out throughout China, and it advocates the approach of task-based teaching and learning, The Task-Based  Language Teaching(TBLT)emphasizes that learning by doing motivates the students to tap their potential to study.
    Full understanding of TBLT is the necessary for its application. The paper first probes into relevant theory, including the theoretical bases, tasks and principles of Task-Based Language Teaching. Then the thesis explores the application of Task-Based language teaching, designing appropriate and efficient reading tasks as the core. Based on models of the reading process and the principles of task design, the thesis offers examples designed in the reading classroom.
    The result of the experiment proves that the TBLT approach is suitable for the Junior English reading teaching. It not only arouses students' interest in reading but also improves, to some extent, students' reading comprehension ability in the junior high English reading class.

Keywords: Junior high school  Task-based language teaching  reading models
 
 
  
 
 任务型教学法在初中英语阅读的应用
摘  要

 初中英语阅读教学是英语教学中一个非常重要的组成部分，培养和提高学生的阅读理解能力是阅读课的主要目的。《英语课程标准》正在全国普遍推行。任务型教学提倡‘做中学’来激励学生,挖掘学生学习潜力，使学生在学习语法和词汇的同时通过使用语言来掌握目标语。简单地说就是“为学而用，在用中学，学以致用”。
 本文首先综述了任务型教学的理论依据、指导原则、任务选择以及各种“任务”的界定，阐述作者对任务概念的观点，阐述阅读理论知识。接着，本文分析了实验的结果，了解任务型教学在阅读教学中使用的有效性。本文旨在探讨中学小班阅读教学实施任务教学法的可行性，有效性及学生对任务教学法的反馈。
 实验结果证明任务型教学法是适用于初中英语阅读教学的。它不仅能提高初中学生阅读的兴趣，在一定程度上也能提高他们的阅读理解的能力。

关键词: 初中英语阅读  任务型教学  英语阅读模式

CONTENTS

   
ABSTRACT I
摘  要 II
1Introduction 1
1.1The Purposes and significance of the study 1
1.2 Problems in reading for junior middle school students 1
1.2.1Insufficient English vocabulary 1
1.2.2Bad English reading habit 2
1.2.3Poor English reading skill 2
 2Literature review 3
2.1About Task-based language teaching 3
2.1.1Definition of a task 3
2.1.2Definition of Task-based language teaching 4
2.1.3Previous research on the implementation of task-based language teaching 5
2.1.3.1Research on task-based language teaching abroad 5
2.1.3.2Research on task-based language teaching at home 6
2.2On the model of task-based reading and teaching reading in the junior middle school 7
2.2.1The development of typical models of teaching reading 7
2.2.1.1The traditional model 7
2.2.1.2Question-and-answer model 7
2.2.1.3Presentation , Practice and Production model 8
2.2.2The construction of task-based model of teaching reading in Junior middle school 8
2.2.2.1Definition of task-based reading 8
2.2.2.2Features of junior English reading materials 9
2.2.2.3Assessment in the model of task-based reading activities 9
2.2.2.4The principles of task design 10
 3Implementation of task-based language teaching in reading class 12
3.1Hypothesis 12
3.2Teaching materials 12
3.3Method 12
3.3.1Participants 13
3.3.2Instruments 13
3.3.3Procedure 13
3.3.4Classroom experiment 14
3.3.4.1The experimental process for the experimental group Model 14
3.4Analysis of the Pre＆Post tests 18
 4Discussions and suggestion 20
4.1Major Findings 20
4.2 The advantages of the task-based teaching 20
4.3The limitation of task-based language teaching 22
 5Conclusion 23
 References 24
 Appendix I: The material of teaching case :Could you please lend me your pen? 25
Appendix II: Reading comprehension for the pretest 26
Appendix III:Reading comprehension for the posttest 29
 Acknowledgements 32

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