任务型教学法及其在英语口语教学中的应用

论文摘要

随着中国与世界的联系日益密切，尤其是中国加入世界贸易组织、申奥成功后，英语口语得到了很大的关注。所以，提高学生的英语口语水平成为了迫切需要。任务型教学法由交际法发展而成，被认为是20世纪80年代以来最有效的教学法之一。任务型教学法强调“做中学”的原则，通过真实的任务活动来提高学生的口语能力。本文试图探索任务型教学法应用于口语教学的可能性及效果。首先作者列举了和任务型教学法有关的理论研究。然后根据任务型教学法的理论和特点进行教学实验。该教学实验涉及62位大学英语专业学生，实验时间为一学期。实验的定量和定性结果表明，和传统教学法相比，任务型教学法能够更提高学生的口语水平，并能增强学生英语学习动机。最后得出教学实验的结论，包括主要发现、启示和不足。

论文目录

• ABSTRACT
• 摘要
• Introduction
• Chapter One Literature Review
• 1.1 The Grammar-Translation Method
• 1.2 The Direct Method
• 1.3 The Audio-Lingual Method
• 1.4 The Communicative Method
• Chapter Two Task-based Language Teaching
• 2.1 PPP vs. TBLT
• 2.1.1 PPP
• 2.1.2 TBLT
• 2.2 The analysis of task-based language teaching
• 2.2.1 Definition of task
• 2.2.2 The theoretical basis for task-based approach
• 2.2.3 Components of task
• 2.2.4 Characteristics of task
• 2.2.5 Task difficulty
• 2.2.6 Task types
• 2.3 Principles of task-based approach
• Chapter Three Relevant Theories of Speaking
• 3.1 The differences between speaking and writing
• 3.2 Communicative language ability
• 3.2.1 The concept of communicative language ability
• 3.2.2 The components of communicative language ability
• 3.3 Factors that hinder students' speaking
• 3.4 Speaking strategies
• Chapter Four Implementation of TBLT in Oral Class
• 4.1 Willis' frame work of TBLT
• 4.2 Speaking activities
• 4.2.1 The reasons of encouraging students to do speaking tasks
• 4.2.2 Characteristics of successful speaking activities
• 4.2.3 Speaking activities
• 4.2.4 Respond to errors during the speaking activities
• 4.2.5 Roles of the teacher and the students
• 4.3 Factors affect the application of TBLT
• 4.3.1 Motivation
• 4.3.2 Attitudes and Beliefs
• 4.3.3 Anxiety
• 4.3.4 Learning environment
• 4.3.5 Learning styles
• 4.3.6 Learner strategies
• Chapter Five The Experimental Research
• 5.1 Research questions
• 5.2 Subjects
• 5.3 Instrument
• 5.4 Pre-test and data analysis
• 5.5 The experimental process
• 5.5.1 The processes of the teaching
• 5.5.2 Some samples of tasks used in class
• 5.6 Post-test and data analysis
• 5.7 Students' attitudes towards PPP and TBLT
• Chapter Six Conclusion
• 6.1 Findings
• 6.2 Implication
• 6.3 Limitation
• References
• Acknowledgement