语言学论文琳

语言学论文琳

语言学论文琳外国语学院英语语言学学期论文2011至2012学年度第2学期题冃：任务型教学法在初中教学中的运用研究姓名：陈琳琳年级：2009语言文学本1班学号：04010901292012年6月4号ResearchonApplianceofTask-BasedApproachinJuniorHighSchoolLanguageTeachingAbstract:Task-basedapproachisfocusedonincreasingthelanguageapplicationandcommunicativecompetenceofthestudentsonthebasisoflanguagemeaning.Itssuccessreliesmainlyonitsfeasibility,itsnecessity,itsdesignedtasksaswel1asitsteachingprinciplestobefol1owedinthejuniorhighschoolEnglishteaching.Keywords:task-basedapproach,JuniorhighschoolEnglishteaching,languageknowledge,languagecompetenceWiththereformofnewcurriculum,itisverynecessaryandimportanttoapplyTask-basedLanguageTeachingintotheclass.Thisthesismainlyfocusontheanalysisofthedefinition,feasibilityandnecessary,principlesandthecasedesignoftask-basedlanguageteachingtohelptheteachertoapplytheteachingmethod・1TheComprehensionofTask-BasedLanguageTeachingTheDefinitionofaTaskAtaskisanactivitywhichrequireslearnerstoarriveatanoutcomefromgiveninforniationthroughsomeprocessofthought,andwhichallowsteacherstocontrolandregulatethatprocess.(Prabhu1987:24)\nSomescholarsbelievethatataskhasfourmaincomponents:apurpose,acontext,aprocessandaproduct(Brownel11994:40)•Tnwriter'sopinion,tasksaresomeactivitieswhichthethingspeopledoineverydaylife,atwork,atplay,andinbetween.2HowtoDesigntheTaskBynowwehavediscussedthedefinitionsofatask,thenwewillfocusondesigningthetask・Breen(1987:25)suggeststhatteachersneedtoaddressfoursetsofquestionswhendesigningtasks:Whatistheobjectivesofthetask?Whatisthecontentofthetask?Howisthetasktobecarriedout?(4)Inwhatsituationisthetasktobecarriedout?Withtheanswerstotheabovequestionsinmind,wewillgivesomespecificstepsindesigningtasks.Therearebasicallyfivesteps:Step1Thinkaboutthestudents'needs,interests,andabi1ities.Whataretheneeds,interests,andabilitiesofthestudents?Whatkindofthingsdothevliketodo?Step2Brainstormpossibletasks.BrainstormsalistofcommunicativetasksforthetopicslistedinyourtextbooksthatstudentsmaybeinterestedindoingBearinmindthatataskshouldhaveacommunicativepurposeandshouldbegoal-oriented.Step3Evaluatethelist.Afteryouhavebrainstormedthepossibletasks,youcanusethefollowingcriteriatoevaluatethem.Educationalvalue;Appropriatenesstothestudents'needs,interests,andabilities;Availabilityofsuitableresources;Timeavailable.Step4Choosethelanguageitems.Ttneedstwostagestoanalysethe1anguageitemsrequiredbythetasks.Firstly,Consideringthe1eveloflinguisticdifficultyinordertodecidedwhethertoaccept,rejectormodifyataskthatyouoriginallyplarmecLSecondly,whenyouhavedrawnupyourfinallistoftasks.Youneedtoworkoutthepossiblelanguageknowledgeandski1Isneededtoaccomp1ishthetask.Ifnecessary,someexercise-tasksorpre-tasklanguagepracticemaybedesigntopreparestudentslinguisticallyforthetask.\nStep5Preparingmaterials.Thestudentsneedtocarryoutthetasksinfollowingwiththenurterials.1.3TheDefinitionofTask-BasedLanguageTeachingTask-BasedLanguageTeachingis,infact,afurtherdevelopmentofConimunicativeLanguageTeaching.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.2Feasibi1ityandNecessaryofTask-BasedApproach2.1FeasibilityTask-BasedApproachemphasisthewayofcommunicationtolearnhowtocommunicatewithothers.Becausethejuniorhighschoolstudenthavelearnedbasicandsimplewordsandphrasesintheprimaryschool,itispossibletocommunicatewithother.Forexample,phaticcommunicationgoodmorning,hello,howareyouetc.What，smore,itisbeneficialforthemtohavethecouragetopracticeoralEnglishindailylife.2.2NecessityTask-BasedApproachputthepracticechaneeforthestudentsonthefirstplace.Itenhancestheconceptofnewcurriculumcriteria.Itcansetsomecommunicativeenvironmentforstudents.Besides,itprovidesmorepracticechaneetoimprovethestudents'creativitiesandinitiatives.3KeepingthePrinciplesofTask-basedApproach3.1Centered-onStudentsThecoreofTask-basedApproachiscentered-onstudents.Studentsshouldplaytheactiveandimportantrolesintheclass-Theteachershouldservesthestudentsandpaymoreattentiontoprocessanddevelopment.3.2interactionCommunicationisthefinalpurposeofIanguagelearning,andthecoreofcommunicationisinteraction.Theimportanceofinteractionnminlyliesonproducingthelanguageautomatically.Inordertocommunicativesuccessfully,Peoplemoredrawtheir"sattentionontheexpressionofmeaningandthecomprehensionofinformationthangrammarandIanguageform.Languageinteractionprovidethe\nopportunitiesforstudentsabouttheinformationinputandlanguageoutput.Therefore,itisnecessarytotakeadvantageoftheinteractionofstudentsandstudents,studentsandteachersintheteaching・3.3CombiningLearningin-ClasswithApplyingOutsideClassLanguage，slearningandpracticehaveacloserelationship.Thegoaloflearningistoapply.Theimportantsignificaneeofthiscombinationliesonnarrowingthedistancebetweentheclassandsociety.Besides,itstimulatethestudents'innermotivationoflearningIonguage.4GradePrincipleThedesignoftasksshouldadheretotheseprinciplesfromsimpletocomplex,fromeasytodifficult,deeperinlevelstosatisfydifferentabilities'students.4Task-BasedCasoDesignofLanguageTeaching4.1IntroductionoftheCaseDesignLastsummer1actedasaEnglishteacherinSunwanvillageofxuehangcity.ItaughtthestudentsinGrade9.Thetextbookisgoforit.Besides,everyunitpreparestheclassbysometopics.IwillchooseonetopicoftheclasstoanalysestheapplianceofTask-BasedApproachinjuniorhighschoollanguageteaching.ThetopicisGreetingandintroducingpeople.ThetextWillasanexample・2PreparationoftheTaskDuringtheseyears,chinahaveamorefrequentconimunicationwithforeigncountries.So,Studentswillmeetmanyforeignersindailylife.Imakefulluseofthepointandsetsomequestions.Task1Brainstorm

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