本文關(guān)鍵詞：任務(wù)型教學(xué)法在初中英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用　出處：《河北師范大學(xué)》2016年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：隨著中國(guó)改革開(kāi)放和經(jīng)濟(jì)全球化的不斷深入,中國(guó)與外國(guó)的交往越來(lái)越頻繁,英語(yǔ)顯得尤為重要。中國(guó)人與外國(guó)人接觸的機(jī)會(huì)越來(lái)越多了,社會(huì)對(duì)英語(yǔ)口語(yǔ)的要求也越來(lái)越高了。然而當(dāng)前的英語(yǔ)口語(yǔ)教學(xué)現(xiàn)狀不令人滿意,雖然很多初中生能夠較好的掌握語(yǔ)法,但他們的交際能力很差,多數(shù)學(xué)生的英語(yǔ)口語(yǔ)并不如人意,“啞巴英語(yǔ)”現(xiàn)象在初中學(xué)生當(dāng)中極為普遍。新課程標(biāo)準(zhǔn)強(qiáng)調(diào)要在加強(qiáng)英語(yǔ)語(yǔ)言基礎(chǔ)知識(shí)和基礎(chǔ)技能訓(xùn)練的同時(shí),重視培養(yǎng)學(xué)生實(shí)際使用英語(yǔ)交際的能力。這就是說(shuō),初中英語(yǔ)要突出學(xué)生口頭交際能力。但初中生的英語(yǔ)口語(yǔ)水平不容樂(lè)觀。他們英語(yǔ)口語(yǔ)水平不高,對(duì)英語(yǔ)口語(yǔ)缺乏興趣和信心。傳統(tǒng)的課堂教學(xué)方式一直不能使學(xué)生喜歡開(kāi)口說(shuō)英語(yǔ)并提高其英語(yǔ)際應(yīng)用能力。因此,提高初中學(xué)生的英語(yǔ)口語(yǔ)能力不僅重要而且迫在眉睫,尋求有實(shí)踐操作意義和有價(jià)值的教學(xué)方法刻不容緩。任務(wù)型教學(xué)法是20世紀(jì)80年代興起的一種強(qiáng)調(diào)“做中學(xué)”的語(yǔ)言教學(xué)方法,把語(yǔ)言運(yùn)用的基本理念轉(zhuǎn)化為具體實(shí)踐意義的課堂教學(xué)方式,是近20多年來(lái)交際教學(xué)思想的一種發(fā)展形態(tài)。目前,國(guó)內(nèi)大部分任務(wù)型教學(xué)研究側(cè)重于該教學(xué)模式在中小學(xué)和大學(xué)教學(xué)中的應(yīng)用。本文作者試圖將任務(wù)型教學(xué)法應(yīng)用到初中英語(yǔ)課堂,檢驗(yàn)任務(wù)型教學(xué)法能否有效提高初中學(xué)生的英語(yǔ)學(xué)習(xí)興趣和英語(yǔ)口語(yǔ)水平。本文以語(yǔ)言習(xí)得理論、建構(gòu)主義理論和社會(huì)交往理論作為研究的理論基礎(chǔ),采用Willis的任務(wù)型教學(xué)模式研究任務(wù)型教學(xué)法在初中英語(yǔ)口語(yǔ)教學(xué)中的作用。本文的研究對(duì)象是河北石家莊市49中學(xué)八年級(jí)兩個(gè)不同班級(jí)的學(xué)生。八年級(jí)(1)班為實(shí)驗(yàn)班,采用任務(wù)型教學(xué)法;八年級(jí)(9)班為控制班,采用傳統(tǒng)教學(xué)模式。調(diào)查工具是兩份調(diào)查問(wèn)卷、兩份口語(yǔ)測(cè)試卷以及訪談。本研究的方法和程序?yàn)?實(shí)驗(yàn)前,作者先對(duì)兩個(gè)班級(jí)進(jìn)行了問(wèn)卷調(diào)查和口語(yǔ)測(cè)試,主要調(diào)查學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的態(tài)度、興趣、自信心以及學(xué)生的口語(yǔ)水平。結(jié)果表明,兩個(gè)班在這兩個(gè)方面沒(méi)有明顯差異。針對(duì)學(xué)生在英語(yǔ)口語(yǔ)中存在的問(wèn)題,作者在實(shí)驗(yàn)班實(shí)施任務(wù)型教學(xué)時(shí),有針對(duì)性的開(kāi)展教學(xué)。首先介紹背景知識(shí),明確教學(xué)任務(wù),然后把不同的任務(wù)分配給不同的學(xué)習(xí)小組,小組討論并形成報(bào)告,最后,分析語(yǔ)言焦點(diǎn)并進(jìn)行操練。試驗(yàn)后,對(duì)學(xué)生進(jìn)行第二次問(wèn)卷調(diào)查和口語(yǔ)測(cè)試,以及學(xué)生訪談,結(jié)果顯示任務(wù)型教學(xué)法對(duì)學(xué)生英語(yǔ)口語(yǔ)有積極的影響,優(yōu)于傳統(tǒng)教學(xué)模式。所有數(shù)據(jù)借助SPSS13.0軟件進(jìn)行分析處理。作者通過(guò)研究達(dá)到了預(yù)期的目標(biāo),取得了以下結(jié)論:1.任務(wù)型教學(xué)法能夠提高學(xué)生的英語(yǔ)口語(yǔ)學(xué)習(xí)興趣,能夠激發(fā)學(xué)生的自信心,能夠讓學(xué)生構(gòu)建積極的學(xué)習(xí)態(tài)度。2.任務(wù)型教學(xué)法大大激發(fā)了學(xué)生學(xué)習(xí)英語(yǔ)口語(yǔ)的動(dòng)力,同時(shí)也提高了他們的英語(yǔ)口語(yǔ)水平和交際能力。雖然本研究在多方面取得了一定成果,但還存在一些缺點(diǎn)和不足,如研究時(shí)間較短,研究對(duì)象人數(shù)少、范圍窄,這些可能會(huì)影響到數(shù)據(jù)分析的準(zhǔn)確性,但是本研究對(duì)任務(wù)型教學(xué)法在初中英語(yǔ)口語(yǔ)課堂的應(yīng)用以及研究結(jié)果進(jìn)行了真實(shí)性描述。
[Abstract]:With the deepening of China's reform and opening up and economic globalization, the communication between China and foreign countries is becoming more and more frequent, and English is particularly important. There are more and more opportunities for Chinese people to contact foreigners, and the demand for spoken English is getting higher and higher. However, the current situation of oral English teaching is not satisfactory. Although many junior middle school students can master grammar better, their communicative ability is very poor. Most students' oral English is not satisfactory. "Dumb English" phenomenon is very common among junior high school students. The new curriculum standard emphasizes the training of English language basic knowledge and basic skills, while emphasizing the students' ability to use English in practice. That is to say, junior high school English should highlight the students' oral communication ability. But junior high school students' oral English level is not optimistic. They have a low level of oral English and lack interest and confidence in oral English. The traditional classroom teaching method has always been unable to make students like to speak English and improve their English application ability. Therefore, it is not only important but imminent to improve the oral English ability of junior high school students, and it is urgent to seek practical and valuable teaching methods. Task-based approach is a language teaching method that emphasizes the importance of "learning by doing" in the 1980s. It transforms the basic idea of language application into practical classroom teaching. It is a development form of communicative teaching thought in the past 20 years. At present, most of the task-based teaching research in China focuses on the application of the teaching model in primary and secondary school and university teaching. This paper attempts to apply task-based approach to junior middle school English class, and test whether task-based approach can effectively improve junior middle school students' interest in learning English and oral English level. Taking language acquisition theory, constructivism theory and social interaction theory as the theoretical basis of the research, this paper adopts the task based teaching mode of Willis to study the role of task-based teaching method in junior middle school oral English teaching. The object of this study is two different classes of students in grade eight of 49 middle school in Shijiazhuang, Hebei. The eight grade (1) class was the experimental class, the task-based teaching method was adopted, and the grade eight (9) was the control class and the traditional teaching mode was adopted. The survey tools were two questionnaires, two oral test papers and interviews. The method and procedure of this research are as follows: before the experiment, the author first conducted a questionnaire survey and oral test on two classes, mainly investigating students' attitudes, interests, self-confidence and oral English level of students. The results showed that there was no significant difference between the two classes in the two aspects. In view of the students' problems in oral English, the author carries out the teaching in the experimental class when it is implemented in task-based teaching. First, we introduce the background knowledge, clarify the teaching task, assign different tasks to different learning groups, discuss and form reports, and finally analyze the language focus and drill. After the experiment, second questionnaires, oral tests and interviews with students were conducted. The results showed that TBLT had a positive impact on students' oral English, which was superior to the traditional teaching mode. All data are analyzed with the aid of SPSS13.0 software. The author has achieved the expected goal through research. The following conclusions have been achieved: 1., task-based teaching method can improve students' interest in spoken English learning, stimulate students' self-confidence and enable students to build positive learning attitudes. 2. task-based teaching method greatly stimulates the students' motivation to learn oral English, and also improves their spoken English and communicative competence. Although this research has made some achievements in many aspects, but there are still some shortcomings, such as shorter research time, fewer and narrow subjects, which may affect the accuracy of data analysis, but the research of task-based teaching method in the application and research results of oral English Teaching in junior middle school are true description.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：1343116