从学习者角度探讨任务型教学法在高中英语阅读教学中的应用

论文编号:YY610  论文字数:8906.页数:32

摘    要
 任务型的教学模式把综合语言运用能力的培养落实在教学过程中，倡导体验、实践、参与、交流与合作的学习方式，实现任务目标，强调在“做中学”，使学生自然地接近语言，更好地发挥主动性和创造性，促进外语学习。本文首先阐述了阅读的定义及阅读的三种模式；然后论述了关于任务型语言教学的理论，主要包括任务的定义，任务型教学的特征、理论基础，任务设计的原则；最后通过分析问卷和课堂观察的记录，从学习者的角度探讨任务型教学法是否运用于高中英语阅读教学中，找出当前教学中存在的问题，并设计教学计划以提出让任务型教学更好地运用的建议。
 
 关键词：高中英语；任务型语言教学；阅读教学

ABSTRACT
 Task-based Language Teaching (TBLT) is to put the training of the ability of language use into teaching process. Through experience, practice, cooperation and communication, the learners achieve the goal of tasks and feel success. It emphasizes “learning by doing” and it makes students get close to language naturally, exert their initiative and promote foreign language study. This paper first elaborates the definition of reading and three models of reading theory. It then expounds the literature review of TBLT, including the definition of task, the features, the rationale of TBLT and the principles of task design. Finally, through the analysis of questionnaire and the records of classroom observation, it discusses whether TBLT has been used in senior English reading from learners’ perspective and finds the existed problems in the current reading teaching, and designs a teaching plan to put forward some suggestions in applying TBLT.

Key words：senior English; task-based language teaching; reading teaching

Contents

1．Introduction 1
2. Reading theory 2
 2.1 Definition of reading 2
 2.2 Three models of reading process 2
3. Theory of task-based language teaching (TBLT) 5
 3.1 Definition of task 5
 3.2 Features of TBLT 5
 3.3 Rationale of TBLT 6
 3.4 Principles of task design 7
4. Application of TBLT in senior English reading teaching 9
 4.1 Investigation design 9
 4.2 Analysis of investigation 9
 4.3 Problems of application of TBLT in senior English reading teaching 16
5. Suggestions of application of TBLT in senior English reading teaching 17
 5.1 TBLT teaching plan 17
 5.2 Some suggestions to the problems in applying TBLT 19
6. Conclusion 20
Acknowledgements 21
References 22
Appendix I: 23
Appendix II: 24

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