英語本科學位論文-任務型教學法在英語閱讀教學中的影響

1、<p>　　任務型教學法在英語閱讀教學中的影響</p><p><b>　　郭美燕</b></p><p>　　(外國語學院 2013屆3班 學號: 2009091306 指導教師：張玉姣 )</p><p>　　摘 要:任務型教學模式在當今教育界已經(jīng)成為一種趨勢，而任務型閱讀也逐漸引起人們的關注。本文旨在探討任務型教學法在英語閱讀教

2、學中的影響。本文的受試者為非英語專業(yè)的19名學生。本研究通過對任務型教學應用前后的學習者的閱讀成績的對比，并得出以下結論：首先，任務型教學對閱讀產(chǎn)生了影響。其次，在任務型教學過程中，在完成預先設計的一系列有意義的活動的過程中，拓展了學生的元語言系統(tǒng)，并對其起到了一定的促進作用，從而提高了學生的學習興趣?？偠灾谟⒄Z閱讀的各個方面都產(chǎn)生了積極的影響，而這些積極影響使得整個學習過程變得更加高效和充滿樂趣。期望本研究對英語閱讀教學有一定的

3、指導作用。</p><p>　　關鍵詞：任務型教學；閱讀；影響</p><p>　　The Effects of Task-based Language Teaching on College English Reading</p><p>　　Guo Meiyan</p><p>　　School of Foreign Languages

4、and Literature, Longdong University</p><p>　　Abstract: Task-based language teaching has attracting much attention of many researchers and educators, so this research aims to explore if the effects of task-ba

5、sed language teaching on English reading. 19 non-English majors attended in the research. Meanwhile, the questionnaire on English reading and reading materials are used and reading performance of learners are compared be

6、fore and after task-based language teaching is applied to English reading class. The research found out: 1) TBLT affec</p><p>　　Key words: task-based language teaching; reading; effects</p><p>　

7、　1. Introduction</p><p>　　Up till now, the teacher-centered model is still widely used in college English reading teaching, many teachers are used to adopting traditional grammar-translation teaching method,

8、 which makes students have little chance to practice using English to communicate with others. Meanwhile, their reading abilities are especially poor because of their limited vocabulary and background knowledge, so serio

9、us methods have been put forward to deal with those of problems. For example, The New English Curri</p><p>　　2. Literature Review</p><p>　　English has become the predominant language in the worl

10、d and most of the well-known publications and advances in the fields of science and technology have either emerged from the English-speaking countries or have been presented in the English language. Reading proficient in

11、 English has become a necessary for the purpose of understanding research in science and technology as well as of negotiating business among partners. Yet this proficiency requires more than simple being able to understa

12、nd th</p><p>　　2.1 The definition of TBLT</p><p>　　Nunan(1999,24)defines task-based language teaching as follows.“Task-based language teaching is an approach to the design of language course, wh

13、ich the point of departure is not an ordered list of linguistic items, but collections of tasks. In TBLT, the teachers ask the learners to carry out a task or some tasks, providing an environment that best promotes the n

14、atural language learning process. During the course of the task accomplishing activities, learners are believed to increase their languag</p><p>　　2.2 The application of TBLT in English Reading class</p&g

15、t;<p>　　Compared with Teacher-centeredness teaching method, TBLT (the short form of task-based language teaching) is frequently promoted as an effective teaching approach, superior to traditional methods, and soun

16、dly based in both theory and research. It has achieved something of the status of a new orthodoxy. However, the research on task-based language teaching is in the experimental stage in China, The National English Languag

17、e Standards, published in 2001, Hu (2005, 15) strongly advocates task-based</p><p>　　Meanwhile, reading is a very important part of English teaching. It is also the effective way of getting useful informatio

18、n. TBLT has its own advantages, and these advantages can solve some of the problems existing in the reading class of high vocational colleges. There are some of the advantages that TBLT causes when it is applied in the r

19、eading class. Firstly, tasks are given to students at the beginning of the reading class. As for the same reading tasks, there are knowledge gap, ability gap,</p><p>　　3. Theoretical Background</p>&l

20、t;p>　　This thesis is on the basis of the theoretical on TBLT. While the theoretical basis for TBLT originates from a wide range of aspects: psychology, socio-linguistics, language acquisition and curriculum theory and

21、 so on.</p><p>　　In this section, a brief introduction is made on Language Acquisition Theory. The early support for content-based instruction in the second language development is Krashen’s Input Hypothesis

22、 (1982, 1985, 1989). It claims that second language acquisition results from comprehensible input provided in sufficient quantities within a real communication situation, and that learners subconsciously acquire new ling

23、uistic structures by understanding messages that contain these structures, with the aid of</p><p>　　4. Methodology</p><p>　　4.1 Research questions</p><p>　　Based on the previous stu

24、dy, this research aims at exploring whether TBLT has influence on English reading, what effects TBLT has on English reading. So these two questions will be dealt with in this study.</p><p>　　1) Dose TBLT hav

25、e effect on English reading?</p><p>　　2) What effects dose TBLT have on English reading?</p><p>　　4.2 Participants</p><p>　　The participants in this study are thirty students in gra

26、de 2 majoring in economic and politics of Longdong University. However, reliable and valid data are from 19 students only.</p><p>　　4.3 Instruments</p><p>　　There are three instruments used alto

27、gether in the study.</p><p>　　(1) Questionnaire </p><p>　　The questionnaire on students’ English reading (see Appendix I) is used to investigate students’ attitude to reading. The questionnaire

28、is reorganized based on Tang Xuejun(2009). It consists of 10 items, with an open ended question, which covered students’ knowledge and understanding of reading and TBLT, their evaluation of reading ability and the curren

29、t used materials, their attitudes toward reading instruction and their willingness of doing reading outside the language classroom. </p><p>　　(2) Reading materials</p><p>　　The reading materials

30、 consisted of two parts. These two parts are used to compare students’ reading performances before and after TBLT is carried out in English reading. Each part had 4 passages with 15 questions totally 75 points. The first

31、 reading materials were used before TBLT is conducted in English reading class, while the other one was used after TBLT is applied.</p><p>　　(3) Statistic instrument</p><p>　　WPS Excel is used t

32、o analyze the collected data in English reading performance.</p><p>　　4.4 Procedures</p><p>　　This research experienced 2 periods, and questionnaires on students’ reading were distributed to the

33、 students to investigate their attitudes toward reading. Reading materials I were not handed out until all questionnaires were collected. In the second period, reading materials II were delivered to the same students 3 m

34、onths later to check whether TBLT had effects on students’ reading.</p><p>　　5. Data Analysis and Discussion</p><p>　　Based on the well-prepared experiment and data analysis, the valid and relia

35、ble data were from 19 students only. The results of the experiment were illustrated below:</p><p>　　5.1 The effects of TBLT on English reading</p><p>　　Over three months the data were collected,

36、 and analyzed by WPS Excel (see table 5.1).</p><p>　　Table 5.1 Comparison of Reading Performance before and after TBLT Conducted</p><p>　　Notes: Total---total scoreAverage---average score<

37、;/p><p>　　Table 5.1 showed that students’ reading performance improved remarkably after the application of TBLT in three months. Learners’ total score (=675) and average score (=35.53) before the application of

38、 TBLT to reading were lower than the total score (=865) and average score (=45.53) after TBLT was conducted. In other words, learners’ reading performance increased after TBLT was used in English reading. What’ more, on

39、the basis of Appendix IV, table 5.2 is used to make a comparison of learners’ re</p><p>　　Table 5.2 Comparison of Reading Performance before and after TBLT was applied</p><p>　　Notes: Before—bef

40、ore the researchAfter---after the research</p><p>　　In Table 5.2, Comparison of Reading Performance before and after TBLT was applied is made. It could be found that the overall performances after TBLT w

41、as conducted in reading were better than that before it was used. However, there were some exceptions of number 6, 8 and 13. The performance of number 6 remained before and after the application of TBLT. What’ more, thos

42、e of number 8 and 13 showed decrease. It might because learner like number 6 showed a very low self-confidence in the reading cla</p><p>　　5.2 Learners’ responses to questionnaires on English reading</p&g

43、t;<p>　　The questionnaires on the English reading were distributed to the same students, to check their personal ideas about the reading class and the books they had used. The data was organized into the table (se

44、e Appendix V). Meanwhile learners’ responses on English were analyzed (see table 5.3) by WPS. In the table, each circle stands for the question of the questionnaire. A, B, C and D represents the answers of each question,

45、 colored differently. In table 5.3, about 42% students investigated in this</p><p>　　As to result of the open ended question, students’ answers were pretty different from each other. The main points of their

46、 answers were that they expected their English reading teachers could pay more attention to their input and output abilities. Most of them thought that teachers should teach from the basic points, because most of the par

47、ticipant’ had a poor reading level, sometimes they hardly understand what the teacher said in the teacher-centered class, but they seldom had the opportunity </p><p>　　Table 5.3 Result of the questionnaires

48、</p><p>　　Notes: A,B,C,D—answers of the question</p><p>　　Circles in different color—questions</p><p>　　6. Conclusion</p><p>　　After three months of experiment, learner

49、s who had received TBLT had gotten a remarkable improvement, just as was expected. The research found out that TBLT affects learners’ English reading. Meanwhile the learners’ Interlingua system is to be stretched and enc

50、ouraged to develop in the process of task-based language teaching, by engaging in and accomplishing the meaningful activities designed by the teacher before the class. In addition, positive effects are made in English re

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