☆任务型教学法在初中英语阅读的应用

1OnApplicationofTask-basedApproachtoReadingTeachinginEnglishClassABSTRACTTheteachingofreadinginjuniormiddleschoolsisanessentialpartofEnglisheducation.TheEnglishCurriculumCriteriaisbeingcarriedoutthroughoutChina,anditadvocatestheapproachoftask-basedteachingandlearning,TheTask-BasedLanguageTeaching(TBLT)emphasizesthatlearningbydoingmotivatesthestudentstotaptheirpotentialtostudy.FullunderstandingofTBLTisthenecessaryforitsapplication.Thepaperfirstprobesintorelevanttheory,includingthetheoreticalbases,tasksandprinciplesofTask-BasedLanguageTeaching.ThenthethesisexplorestheapplicationofTask-Basedlanguageteaching,designingappropriateandefficientreadingtasksasthecore.Basedonmodelsofthereadingprocessandtheprinciplesoftaskdesign,thethesisoffersexamplesdesignedinthereadingclassroom.TheresultoftheexperimentprovesthattheTBLTapproachissuitablefortheJuniorEnglishreadingteaching.Itnotonlyarousesstudents'interestinreadingbutalsoimproves,tosomeextent,students'readingcomprehensionabilityinthejuniorhighEnglishreadingclass.Keywords:JuniorhighschoolTask-basedlanguageteachingreadingmodelsII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IIICONTENTSABSTRACT.............................................................................I摘要.....................................................................................II1Introduction...........................................................................11.1ThePurposesandsignificanceofthestudy..............................11.2Problemsinreadingforjuniormiddleschoolstudents............11.2.1InsufficientEnglishvocabulary..............................................11.2.2BadEnglishreadinghabit.......................................................21.2.3PoorEnglishreadingskill.......................................................22Literaturereview.........................................................................32.1AboutTask-basedlanguageteaching........................................32.1.1Definitionofatask.................................................................32.1.2DefinitionofTask-basedlanguageteaching...........................42.1.3Previousresearchontheimplementationoftask-basedlanguageteaching...........................................................................52.1.3.1Researchontask-basedlanguageteachingabroad..............52.1.3.2Researchontask-basedlanguageteachingathome............62.2Onthemodeloftask-basedreadingandteachingreadinginthejuniormiddleschool.......................................................................72.2.1Thedevelopmentoftypicalmodelsofteachingreading........7IV2.2.1.1Thetraditionalmodel...........................................................72.2.1.2Question-and-answermodel................................................72.2.1.3Presentation,PracticeandProductionmodel.....................82.2.2Theconstructionoftask-basedmodelofteachingreadinginJuniormiddleschool.......................................................................82.2.2.1Definitionoftask-basedreading..........................................82.2.2.2FeaturesofjuniorEnglishreadingmaterials.......................92.2.2.3Assessmentinthemodeloftask-basedreadingactivities..92.2.2.4Theprinciplesoftaskdesign.............................................103Implementationoftask-basedlanguageteachinginreadingclass..........................................................................................................123.1Hypothesis...............................................................................123.2Teachingmaterials...................................................................123.3Method.....................................................................................123.3.1Participants............................................................................133.3.2Instruments............................................................................133.3.3Procedure..............................................................................133.3.4Classroomexperiment..........................................................143.3.4.1TheexperimentalprocessfortheexperimentalgroupModel............................................................................................143.4AnalysisofthePre＆Posttests................................................184Discussionsandsuggestion......................................................20V4.1MajorFindings........................................................................204.2Theadvantagesofthetask-basedteaching............................204.3Thelimitationoftask-basedlanguageteaching......................225Conclusion..................................................