任务型语言教学在初中英语语音教学中的应用研究 ——以甘南州合作藏族中学为例

论文摘要

甘南州合作市藏族中学是一所城乡结合的中学,主要以藏族学生为主,本人所调查的初一年级每个班学生中,县城的学生约占五分之二,其余五分之三的学生来自于周边的牧区。两类学生中来自城区的学生在小学阶段已学过英语,英语有一定的基础。但来自牧区的大部分学生小学生没有开设英语课,可以说他们的英语基础几乎为零。上初中以后,绝大部分学生家长没有时间和能力来监管他们的学习,学生的英语学习几乎完全依靠老师,给学校英语教学带来极大挑战。本文结合该地区学生的实际情况,提出语音教学是基础阶段必不可少的教学环节,重点探讨采用任务型教学模式在初中语音教学中的应用性研究。本论文在参阅国内外学者对任务型教学研究成果的基础上,对任务型教学的基本特征加以阐述,综合叙述了任务型教学的原则和要素,分析了任务型教学的基本模式。回顾了语音教学的历史,对藏族地区的英语语音教学现状进行了分析和思考。结合以上理论,对任务型语音教学进行了初步的设计。为进一步验证任务型语音教学模式在初中英语语音教学中的实际效果,论文作者选取甘南州合作市的藏族中学初一年级两个班学生为实验对象进行了实验,实验时间为三个月。实验期间,作者在实验班采用任务型语音的教学模式,在控制班按照正常的教学模式。通过对实验前、后测和问卷调查的数据分析,结果显示:实验班在认读音素、拼读单词的音标、朗读中的语流、语调方面要明显优于对照班。由此得出结论:任务型的教学方法应用于初中英语语音教学是一种有效的教学途径,有助于激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神。

论文目录

• Abstract
• 摘要
• List of Figures and Tables
• List of Abbreviations
• Contents
• Chapter One Introduction
• 1.1 The Background of the Research
• 1.2 The Innovation of the Research
• 1.2.1 The Innovation of Conception
• 1.2.2 The Innovation of Textbook Design
• 1.2.3 The Innovation of Teaching Methodology
• 1.2.4 The Innovation of Teaching Model
• 1.3 The Subjects and Significance of the Research
• 1.4 The Framework of the Paper
• Chapter Two Literature Review
• 2.1 Literature Review on the TBLT
• 2.1.1 Theoretical Basis of TBLT
• 2.1.1.1 The Learning Theory
• 2.1.1.2 The Language Theory
• 2.1.2 TBLT in Abroad and Home
• 2.1.2.1 TBLT Abroad
• 2.1.2.2 TBLT in China
• 2.1.3 The Definitions、Components and Types of Tasks
• 2.1.3.1 The Definitions of Task
• 2.1.3.2 The Components of Task
• 2.1.3.3 The Types of Task
• 2.1.4 The Definition of TBLT
• 2.1.5 The Framework of TBLT
• 2.2 Literature Review on the EPT
• 2.2.1 Review of History of ELT
• 2.2.2 Survey on the Situation in EPT in Tibetan Areas
• 2.2.2.1 The Questionnaire
• 2.2.2.2 The Interview
• 2.2.3 Thinking over the Situation in EPT in Tibetan Areas
• 2.2.3.1 Issues on the Side of Students
• 2.2.3.2 Issues on the Side of Teachers
• 2.2.3.3 Issues on the Side of Textbook
• 2.2.3.4 Issues on the Side of Exam System
• 2.2.4 The Relationship between TBLT and EPT
• Chapter Three Task Design in TBPT
• 3.1 The Model of the TBPT
• 3.2 Requirements of “NECC”in TBPT
• 3.3 The Principles for Designing Tasks
• 3.3.1 The Principle of Authenticity
• 3.3.2 The Principle of Dependencye
• 3.3.3 The Principle of Learning by Doing
• 3.3.4 The Principle of Specific Aims
• 3.3.5 The Principle of Obtaining, Processing and Delivering Information
• 3.4 The Task Design
• 3.4.1 The Designing of Imaginative Tasks
• 3.4.2 Noticed Problems in the Process of Designing Tasks
• 3.4.3 The Design for Specific Task
• 3.4.3.1 Basic Idea of TBPT
• 3.4.3.2 Specific Methods of EPT
• 3.5 Evaluating and Adjusting the Tasks
• Chapter Four The Experiment
• 4.1 Introduction of Experiment
• 4.1.1 The Purpose of the Experiment
• 4.1.2 The Hypothesis of the Experiment
• 4.1.3 The Objects of the Experiment
• 4.1.4 The Time of the Experiment
• 4.1.5 The Materials of the Experiment
• 4.1.5.1 The Teaching Materials
• 4.1.5.2 The Test Materials
• 4.1.6 The Methods of the Experiment
• 4.2 The Implementation of the Experiment
• 4.2.1 The Procedure of the Experiment
• 4.2.2 Teaching Techniques Used in EC and CC
• 4.2.2.1 Teaching Techniques Used in EC
• 4.2.2.2 Teaching Techniques Used in CC
• 4.3 The Data Collection and Analysis
• 4.3.1 Data Analysis of the Oral Pronunciation Test
• 4.3.2 Data Analysis of the Junior English Phonetic Test
• 4.3.3 Data Analysis of the Junior English Pronunciation Questionnaire
• 4.3.4 Result of the Interviews
• Chapter Five Discussions and Suggestions
• 5.1 Advantages of TBLT
• 5.2 Disadvantages of TBLT
• 5.3 Suggestions
• Chapter Six Conclusion
• 6.1 Major Findings
• 6.2 Limitations of the Present Study
• 6.3 Suggestions for Further Research
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ
• Appendix Ⅴ
• Appendix Ⅵ
• Appendix Ⅶ
• Appendix Ⅷ
• Acknowledgements