20102105049_朱健源_任务型教学法在高一英语写作教学中的应用

重庆师范大学硕士学位论文任务型教学法在高一英语写作教学中的应用硕士研究生:朱健源指导教师：曾雪梅副教授学科专业：学科教学（英语）所在学院：外国语学院重庆师范大学2012年3月ChongqingNormalUniversityM.A.DissertationTheApplicationofTask-basedLanguageTeachingtotheTeachingofEnglishWritinginSeniorOneAuthor:ZhuJianyuanSupervisor:AssociateProfessorZengXuemeiMajor:Subject-centeredinInstruction(English)College:SchoolofForeignLanguagesandLiteratureChongqingNormalUniversityMarch,2012重庆师范大学硕士学位论文中文摘要Ⅰ任务型教学法在高一英语写作教学中的应用摘要作为英语四大技能之一的写作技能在英语学习中是很重要的，尤其是随着高考英语书面表达分值的增加，它在高中英语教学中的地位就变得更加突出，为此教师们也纷纷开始重视写作，但效率低下的高中英语写作教学现状仍然难以得到解决。在教学中，教师们大都还是在运用注重结果的传统写作教学法，写作形式依然是教师给出题目，学生自己写和教师批改。结果是学生们抱怨写作没进步，老师们抱怨教学没成效，学生们的写作水平更是无法提高。《普通高中英语课程标准》（2003）倡导任务型教学法，让学生们在教师的指导下完成任务并在此过程中体验成功的喜悦。伴随着新课改的步伐，教师们已在较为普遍地使用任务型教学法，并将其应用于词汇、阅读、语法等教学中。本文探讨了任务型教学法在英语写作教学中的应用，在理解和分析任务型语言教学和英语写作理论的基础上，笔者于2011年9月致2012年1月期间在陕西省榆林实验中学尝试将任务型教学法应用于高一英语写作教学中，旨在提高高一学生的英语写作水平。在展开任务型写作教学之前，笔者进行了问卷调查，旨在了解高一年级学生的英语写作状况和对写作教学的看法。在教学过程中，作者参照Wills的任务型教学模式把写作任务分解为任务前、任务中和任务后三个阶段，然后引导学生们在完成各个阶段任务的过程中掌握语言和写作技能。为了检测实验效果，笔者采用双组前、后测试设计模式进行实验研究，实验结果表明：任务型写作教学比传统的写作教学更能够激发学生们的写作热情，提高学生们的英语写作水平。关键词：任务型教学法，高一英语，写作教学重庆师范大学硕士学位论文英文摘要IITheApplicationofTask-basedLanguageTeachingtotheTeachingofEnglishWritinginSeniorOneABSTRACTAsoneofthefourbasicskillsinEnglish,writingisveryimportant.WiththeincreaseofwritingproportioninCollegeEntranceExaminationinChina,writingbeginstoplayamoreimportantroleinEnglishteaching.However,writinglessonsarealsonotefficientenoughinseniorhighschool.Mostoftheteacherstendtousetraditionalteachingmethodswhichfocusonlyontheresults,andthereistheobviouslackofteachers’instructiontostudentsinhowtowrite.Teachersofferthetitlesandstudentsfinishwriting,andthenstudentswaitforteacherstoscore,withstudentsnotunderstandingtheprocessofwritingdevelopmentandhowtheymakemistakes.NewEnglishCurriculumforChineseSeniorMiddleSchools(2003)promotesTask-basedTeaching,whichcanhelpthestudentsgainasenseofachievementbyreachingthegoalsofthetaskundertheguidanceoftheteachers.WiththeprogressingofnewEnglishteachingreform,thismethodhasbeenwidelyusedinvocabulary,readingaswellasgrammarteaching.ThisthesisdiscussestheapplicationofTask-basedLanguageTeachingtotheteachingofEnglishwriting.OnthebasisofunderstandingTask-basedLanguageTeachingandotherrelatedwritingtheories,theauthorhasappliedTask-basedLanguageTeachingtowritinglessonsofsenioroneinShaanxiprovinceYulinexperimentalmiddleschoolfromSeptember2011toJanuary2012,aimingatimprovingstudents’writinglevel.Inordertounderstandstudents’writingsituationandtheirviewsonwritingteaching,theauthormadeaquestionnairesurveybeforethetest.BasedonWillis’taskcycle,thelessonhasbeendividedintopre-task,taskcycleandpost-task,andfurtherguidancehasbeengiventohelpstudentsfinishsmalltasksandmasterwritingskills.Inordertotesttheresults,theauthormadetestbeforeandafterthelesson.TheresultofthetestprovedthatTask-basedLanguageTeachinginwritingteachingcanstimulatestudents’enthusiasmtowritingandincreasetheirwritingabilitymuchmorethantraditionalwritingteaching.Keywords:Task-basedLanguageTeaching,seniorone,writingteaching重庆师范大学硕士学位论文目录III目录中文摘要······································································································Ⅰ英文摘要·······································································································II1.引言············································································································11.1研究背景································································································11.2研究目的································································································11.3研究意义································································································11.4论文结构·································································································12.文献综述····································································································42.1国外研究现状··························································································42.2国内研究现状··························································································43.任务型教学的理论研究············································································63.1理论基础································································································63.2任务的定义·····························································································63.3任务型教学法的定义·················································································73.4任务型教学法的原则·················································································83.5任务型教学法的模式·················································································84.高一学生的英语写作现状的调查研究·················································104.1高一学生英语写作现状的调查与分析·························································104.1.1调查目的······················································································104.1.2调查对象······················································································104.1.3调查内