任务型教学法在初中英语阅读的应用毕业论文

北京理工大学珠海学院2006届本科生毕业论文

On Application of Task-based Approach to Reading

Teaching in English Class

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

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北京理工大学珠海学院2010届本科生毕业论文

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

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北京理工大学珠海学院2010届本科生毕业论文

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

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北京理工大学珠海学院2010届本科生毕业论文

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

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北京理工大学珠海学院2010届本科生毕业论文

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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北京理工大学珠海学院2010届本科生毕业论文

Therefore, an experiment has been conducted in Taoyuan Middle School with 100 students from Grade Eight. The following is the design and description of the experiment.

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北京理工大学珠海学院2010届本科生毕业论文

3 Implementation of task-based language teaching in

reading class

3.1 Hypothesis

As has been mentioned in the first previous two parts, task-based language teaching has called the attentions of more and more researchers in middle school English reform. Therefore, much research on TBLT has been done on its elements, its implementation, task design and effects. This paper intends to prove the possibility and efficiency of reading teaching through TBLT. Thus the author of this paper has made an experiment with the application of TBLT to reading teaching in junior high school.

The principal objective of the study is to answer the following questions:

1).Whether the application of TBLT to reading teaching is more effective than that of the traditional one.

2).How is the students? reading ability improved through using TBLT? The hypothesis are made based on the first question.

Hypothesis: The reading ability of experimental group is better than that of control group.

3.2 Teaching materials

In this study, the newly edited English textbooks Go for it SB Grade Eight, published by the People?s Education Press, is used as the main teaching materials. The whole book contains 15 units, each unit is made up of the following parts: 1) Topic; 2)Functions; 3)Structures;4)Target Language;5)Vocabulary;6)Recycling;7)Learning Strategies.

For the sake of appropriateness and effectiveness, the teacher occasionally but not very often gives the students some handouts, which could be some reading materials, grammar ,explanations, or some different kinds of exercises.

3.3 Method

The present research aims at providing a detailed description of the effects of applying TBLT to reading teaching and of students? feedback on TBLT. The concrete study method is shown below truthfully.

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北京理工大学珠海学院2010届本科生毕业论文

3.3.1 Participants

The current study includes 60 participants in Class 12,Grade Eight from Taoyuan Middle School in Zhuhai. Among them there are 32 boys and 28 girls. They are divided into two groups. These subjects are samples of middle school students. There are 30 students in each group. Their age ranges from 13 to 14.Group one is a control group and the other one, an experimental group. The teacher taught the former group in PPP model, while she used TBLT in the English Reading classes of the latter group.

3.3.2 Instruments

English test paper: test includes pre-test and post-test given at the beginning and the end of the teaching experiment respectively, aiming to examine the reading competence of experimental group and control group at the two different stages, the reading comprehension in the test of Grade Two is used for the participants? English proficiency pretest. The reading comprehension of the second test of Grade Two is used as the English proficiency post-test. The both results were collected for analysis.

3.3.3 Procedure

1)The author began the teaching experiment since March,2010.Group One is a control group in which the students were taught with the in traditional teaching methods. The students in the experimental group were taught in TBLT methods. During the teaching process of Experimental Group, the teacher followed the framework of Pre-task, While-ask Post-task, Discussion and Homework.

2) At the beginning of March 2010,the experiment began, All the students in the experimental group and the control group are required to take part in a pre-test. The questions in the pre-test are based on the grammar and vocabulary items, which they have learnt before. Five weeks later(i.e. when the experiment ends), there is a post-test reading between experimental class and the control class, which compares if more changes have taken place in students? reading scores after using different teaching methods.

3) Group One is a control group in which the students were taught with the in traditional teaching methods(PPP). The students in the experimental group were taught in TBLT methods. During the teaching process of Experimental Group, the teacher followed the framework of Pre-task, While-ask Post-task, Discussion and Homework.

4).The same texts are individually taught in each class while emphasis is placed on discourse analysis for both classes.

5).One post-test is administrated to judge the degree of improvement of the students? reading ability.

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北京理工大学珠海学院2010届本科生毕业论文

3.3.4 Classroom experiment

The authors will teach the same material by using TBLT model and PPP model. For each week, there is a main skill to teach with other skills at the same time. Take the compulsory education syllabus experimental textbook Go for it SB Unit 11“Could you please lend me your pen?”for example(Appendix I)

3.3.4.1 The experimental process for the experimental group Model

Teaching material: Go for it SB Grade Eight Unit 11 Class type: Reading

Teaching content: Students learn to ask for information politely. Subjects: Students in Class 12,Grade 2 Duration of the class:45 minutes Teaching goals:

1.To develop students? ability of reading comprehension and communication. 2.To promote students? cultural awareness.

3.To satisfy students? cognitive and emotional need. Teaching objectives: New language and new words

Do you know where……,Could you tell me how to get to……,Could you please

tell me where……,Excuse me ,I wonder if you can help me.…..,I?m sorry to trouble you,lend,park,alright,direct,order,wonder,lead,trouble,offend,certain,structure,hand in. Teaching method: Task-based Instruction Teaching procedure:

Step 1. Greetings(1minute)

Step 2.Revision(2 minutes)

Step 3 Pre-reading

Task 1.Reflection(3 minutes)–group work

Reflect how Chinese people ask for help. This activity asks students to use Chinese for a specific situation to initiate understanding of a language-related concept. Suppose if you need help with your homework, how would you ask these people?

1 )your mother or your father_____________________________________ 2)your best friend______________________________________________ 3)a teacher____________________________________________________ Work in groups of four and brainstorm the answer. Ask students to discuss the language need for each situation, and write each request using exact language in Chinese. Then report the result to the class.

Task 2.Discussion and performance(5 minutes)–group work

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北京理工大学珠海学院2010届本科生毕业论文

This activity encourages students to consider the different language needed to show respect when speaking Chinese. First divided the class into groups and ask them to discuss the differences between the three requests. Did they use the same language in each case? If not, what was the difference? Then ask two pairs to act the situation 1 and 2 above, let students to compare the difference between them, and let students know the culture of a nation is in its language. The way of asking for help differs among countries, some are polite while others are rude, or direct and indirect.

Task 3 Presentation(4 minutes)

After acting, ask 5 groups to report their findings. Discuss the idea of choosing language carefully for each situation to show respect to the listener. Explain that in English it is equally as important to show respect when speaking.

Step 4 While-reading

During the process of while-reading, students are required to implement the tasks designed according to the reading material by the teacher

Task 4 Prediction(2 minutes)–pair work

Predict the main idea according to the cartoon. Ask students to form pairs and then look at the cartoon first. Discuss the significance of the responses according to the cartoon.

Note: in the second cartoon, the request is made in an offensive manner because the listener in this cartoon is not willing to offer help. After studying the cartoon, let students read the title, and predicate the main idea of it.

Task 5.Matching(5 minutes)

This activity tests students? understanding of the reading material. First, confirm that students to explain what it “paragraph” is. Ask a few students to explain what it is to the class. Using information given by the students, write a definition on the board .E.g. A paragraph is a group of sentences containing closely-linked details on a topic. Second, ask students to go over each paragraph to identify its main idea. As it is a challenging task, discuss the answers with the class and accept logical arguments put forward by any student. Then ask the students to match the given answers to each paragraph.

a)Requests are made in any language.

Paragraph 1 b)Using certain extra words helps to make language more polite. Paragraph 2 c)Knowing how to make requests politely is important.

Paragraph3 d)To become good English speakers, we need to do more than just learn

language structure.

Paragraph 4 e)Requests in English are the same in Chinese.

f)Choice of language depends on the relationship and situation. Answers: P1-c P2-f P3-b P4-d

Task 6 Jigsaw reading for Comprehension(8 minutes)

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