任务语言教学法概要理据及运用_开题报告

(一)国外研究综述

1.1 Relevant Theories of Task and Task-based Approach

1.1.1 Definition of Task

    In the Task-based Approach, designing tasks is its central part. Thus, it is very important to understand and grasp the connotation of tasks accurately. Prabhu (1987) explicitly put forward the definition of task for the first time in his book "Second Language Pedagogy". He believed that "the task is the activity that students get conclusion from the given information after reflection, and this activity can make students timely regulate and control their own thinking processes". In this process, the role of teachers is carrying out supervising and managing students' learning process, and students regulate their own cognitive process. Long (1985) thought that "the task is doing something paid or unpaid to help yourself or others. For example, brushing paint, dressing the baby, filling out forms, buying shoes, booking tickets, borrowing books from the library, taking driving test, typing letters, distributing letters, reserving a hotel, signing the cheque, searching the streets or helping others pass through the road, in a word, the task is all kinds of things that people do in life, entertainment and the process of communication”.Thus, Long thought that the source material for the task came from the daily lives of people, and designing of tasks should be true and meaningful. Richards (1985) defined task as "an activity or action that learners performed in foundation of treating or understanding the language”in his book "Longman  Dictionary  of  Applied  Linguistics".  For  example,  publishing  the award-winning speech according to the scene that set by the teacher, "The show of

task results does not necessarily involve language expression, but it requests the teacher clearly show what is the sign of completing the task successfully”(Cheng Xiaotang, 2004).

    Breen (1987) though that "the task is a series of activities designed by teachers elaborately in order to promote teaching, including specific targets, appropriate contents, specific organization procedure and producing different reactions.”

    Skehan  (1998)  thought that the  task  needed  to  have  the  following  five characteristics: "meaning is primary; paying attention to the exchange of information, but not rigidly adhering to the form of language; tasks associating with the real life; a communication problem needed to be solved; evaluating the completion of a task according to the result of the task".

    Nunan (2000) divided the task into real-world tasks and pedagogical tasks real-world tasks were used in daily life, while pedagogical tasks were applied in classrooms. Nunan argued that the task was the language learning process that the students apply logical thinking to understand and grasp information and use the target

language to exchange and communicate with partners in the classroom according to situational information provided by teachers in his book "Designing Tasks for the Communicative Classroom". Therefore, students should focus on the meaning of utterances rather than specific practices of the language.

    Richards, J (2000) argued that the task was the activity that student output after learning and understanding language, such as listening to the command to draw, carrying out orders etc. The new curriculum standard (2011) explained the task as "all kinds of language practice activities can help students to use English to do things".It recommended "When teachers are designing the class, he must design tasks that conform to the aim of teaching according to students' interest and his own life experience, and tasks should help students to learn English knowledge, developing language skills, and improve the comprehensive ability of using language".

1.1.2 Elements of Task

    Willis (1996) thought that task consisted of six basic elements: "Goals, Input, Activities, Teacher Role, Student Role and Setting". The following will respectively introduce the six basic elements:

    (1) Goal refers to the teaching objective that teachers wish students to achieve by completing tasks. It includes not only the cultivation of students' ability to learn language knowledge, improving the ability of language use, enhancing exchange and cooperation among students' teams, but also the cultivation of emotions and attitudes, while the cultivation of emotions and attitudes includes arousing students' interests in learning English, and improving students' self-confidence and other aspects.

    (2) Input refers to materials that needed by teachers to design tasks. Input must come from real life, and materials shall be true and meaningful, only in this way can students experience and use language in real, natural scene and then solve possible problems  in  everyday  life  to  achieve  the  real  purpose  of  communication understanding language. Input can be linguistic, namely oral task materials, such as radio, theater, news and so on; and also non linguistic, namely written task materials, such as articles of periodical magazine, diaries, letters, commentary etc. The form of input cannot be confined to textbooks, it should be varied. For example, newspapers, magazines, novels, plays, film, television works or original works of students. The means of input includes tape recorders, projectors and other teaching aids.

    (3) Activities refer to the process that students use the input to complete tasks.The core idea of task-based approach is "student centered", which requires teachers to be in accordance with the principle of layered designing, balancing the needs of students at all levels, and design different tasks so that all levels of students can find their own tasks when they designing tasks. So,using tasks to organize teaching can not only expand students' knowledge reserve, but also improve students' communicative competence, and it can also enhance students' self-confidence and correct learning attitude.

    (4)Teacher Role. In the process of task-based approach, teachers are no longer the main part of the classroom, but designers of classroom tasks, organizers and supervisors of classroom activities, and sometimes they can also go deep into students' discussion to be helper and partners.

    (5)Student Role. In the process of task-based approach, students are the main part of the classroom, participants and executors of task activities, active language learners, the information communicators and also partners of group peer.

    (6)Setting refers to the organizational form of classroom activities. It includes the allocation of times to complete tasks and the way of completing tasks. The way of completing tasks includes individual work and group collaboration. It is general in group activities in order to fully mobilize students' enthusiasm and train students' cooperative consciousness. Activities can be done in the classroom and also carried out after class. Understanding task elements comprehensively and carefully can help teachers to have a detailed understanding of the theory of task-based approach, laying a solid foundation for the better implementation of task-based approach.

   In the implementation of task-based approach, "task" can be an introduction of the leading-in of a classroom, can be used as a carrier of new knowledge, and also be the goal of completing together for students. It is of great significance for completing teaching contents, therefore if "task" has been done scientifically, reasonably and wonderfully, it will be directly related to teaching effect.

二、^范文提纲

Chapter One Introduction

    1.1 Current Situation of English Grammar Teaching in Chinese Senior High Schools.... l

    1.2     Significance of the Study

      1.3     The Structure of the Thesis

Chapter Two Literature Review 

    2.1     Grammar and Grammar Teaching

          2.1.1 Definition of Grammar 

        2.1.2 Definition of Grammar Teaching

        2.1.3 The Development of Grammar Teaching

        2.1.4 The Significance of Grammar Teaching

    2.2      Relevant Theories of Task and Task-based Approach

          2.2.1 Definition of Task

          2.2.2 Elements of Task

        2.2.3 Definition of Task-based Approach

        2.2.5 Principles of Task-based Approach

Chapter Three Methodology

    3.1 Research Questions

3.2 Research Program

3.3 Research Instruments

3.4 The Design of Classroom Teaching

3.4.1 Teaching Design of the Control Class

3.4.1.1 " 3P" Teaching Method

3.4.1.2 A Teaching Case of the 3P Teaching Method

3.4.2 Teaching Design of the Experimental Class

Chapter Four Results and Discussion 

    4.1 Data and Discussion of Pre-test and Post-test of Grammar Knowledge 

          4.1.1 Data of Pre-test.

          4.1.2 Data of Post-test

        4.1.3 The problems of the 3P teaching mode.

        4.1.4 The advantages of task-based approach

        4.1.5 Comparison of task-based approach and 3P teaching method 

    4.2     Data and Discussion of Questionnaires after Experiment

          4.2.1 Data

          4.2.2 Discussion.

Chapter Five Conclusion 

 Task-based approach has developed gradually since 1980s, it is widely recognized and accepted by applied linguists and foreign language teaching precursors and it is also a foreign language teaching method, which is also recommended and promoted by the middle school English curriculum standard formulated by the Ministry of Education.  Task-based approach organizes teaching  in tasks.  In the  course  of performing tasks, by using the learning mode of participation, experience, interaction, communication and cooperative gives full play to the learner's cognitive ability, mobilizing their existing resources in the target language, and precept, acquaint and apply target language in practice. Learning during "do" and "use" embodies the advanced teaching ideas. It is a kind of effective and worth popularizing teaching method in the foreign language teaching. But what is the essence of task in task-based approach? Is task equal to the ordinary classroom practice? How to organize task in the classroom? What is the design principle of task? In this study, these questions can be answered by combining the task-based approach and actual grammar teaching. We can also have a better understanding of the theory and can also have a acceleration effect on the continued development of the theory.

    By using task-based approach, a variety of tasks in grammar teaching can achieve the purpose of teaching, so that students can be interested in grammar teaching, and they can change learning attitude to English grammar learning, and it can cultivate students' correct and strong motivation and attitude to grammar learning, so  as  to  effectively  improve teaching  effect in high school English grammar classrooms and improve the students' English level. This thesis will explore the effectiveness and feasibility of the application of task-based approach in English grammar teaching, which can improve the efficiency of English grammar teaching and change the students' learning motivation and attitude to grammar.

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