学号：2006110020
姓名：项莉
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E-mail：lanseyeyu50@https://www.doczj.com/doc/641959227.html, 学院：大学外语教育学院
硕 士 学 位 论 文
论文题目A Study of Application of Task-based Approach Based on Level Teaching in English Teaching in Higher Vocational Colleges
以分层教学为基础的任务型教学在高职高专公共英语教学中的应用研究
学科专业名称： 课程与教学论（英语）
申请人 姓 名： 项 莉
指 导 教 师： 胡艳玲 副教授
论文提交时间： 2010 年 11 月 25 日
A Study of Application of Task-based Approach Based on Level Teaching in English Teaching in Higher Vocational Colleges
By Xiang Li
Under the Supervision of Associate Professor Hu Yanling
A Thesis Submitted to
School of Foreign Language Teaching
In Candidacy for the Degree of Master of Education
Shandong Normal University
Jinan, Shandong
China
November, 2010
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Contents
Abstract (i)
摘要............................................................................................................................................. i ii Chapter One Introduction . (1)
1.1 Background of the Research (1)
1.1.1 Present Situation of English Teaching in Higher V ocational Colleges (1)
1.1.2 Research Gap of TBA in Higher Vocational English Teaching (1)
1.2 Hypotheses (4)
1.3 Significance of the Research (4)
1.4 Organization of the Thesis (6)
Chapter Two Literature Review (7)
2.1 Task-based Approach (7)
2.1.1 Definitions of Task (7)
2.1.2 Design of Task (8)
2.1.3 Definitions of Task-based Approach (9)
2.1.4 Theoretical Rationale of TBA (10)
2.1.5 Willis? Framework of Task-based Approach (12)
2.2 Level Teaching (13)
2.2.1 Definition of Level Teaching (13)
2.2.2 Theoretical Rationale of Level Teaching (14)
2.2.3 Teaching Principles of Level Teaching (15)
2.3 Task-based Approach Based on Level Teaching (15)
2.3.1 Connotation (15)
2.3.2 Teaching Principles (16)
2.3.3 Teaching Procedure (16)
2.4 Comparison between TBA Based on Level Teaching and the Traditional Teaching (17)
2.4.1 Traditional Teaching Mode (17)
2.4.2 Differences between TBA Based on Level Teaching and the Traditional Teaching (18)
Chapter Three Research Design (20)
3.1 Experimental Objectives (20)
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3.2 Research Questions (20)
3.3 Subjects (21)
3.4 Instruments (22)
3.4.1 Questionnaires (22)
3.4.2 Interviews (22)
3.4.3 Observations (23)
3.4.4 Tests (23)
3.5 Experimental Materials (24)
3.6 Procedures (25)
3.6.1 Experimental Process (25)
3.6.2 Experimental Implementation (25)
Chapter Four Results and Discussion (29)
4.1 Effects of TBA and T raditional Teaching on Students? Oral English Proficiency (29)
4.1.1 Analysis of the Oral Test Scores in the Pretest and Posttest (29)
4.1.2 Discussion (30)
4.2 Effects of TBA and Traditional Teaching on Students? Overall English Proficiency (33)
4.2.1 Analysis of the Written Test in the Pretest (33)
4.2.2 Analysis of the Written Test in the Posttest (34)
4.2.3 Discussion (34)
4.3 Students? Changed Interest in English Learning and Teaching (38)
4.3.1 Students? Interest in English Learning before the Experiment (38)
4.3.2 Students? Interest in English Learning after the Experiment (39)
4.3.3 Students? Interest in English Teaching before the Experiment (41)
4.3.4 Students? Interest in English Teaching after the Experiment (42)
4.3.5 Analysis of the Interview (43)
4.3.6 Discussion (45)
Chapter Five Conclusion (48)
5.1 Major Findings (48)
5.2 Implications (49)
5.3 Limitations and Difficulties (50)
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5.3.1 Limitations from Teachers (50)
5.3.2 Difficulties from Students (50)
5.3.3 Difficulties from Social and Teaching Environment (51)
5.4 Suggestions (51)
Bibliography (54)
Appendices (59)
Appendix I Questionnaire 1高职学生英语学习态度调查（实验前及实验后） (59)
Appendix II Questionnaire 2高职学生对英语课堂教学的态度调查（实验前及实验后）.60 Appendix III Questionnaire 3学生对以分层教学为基础的任务型教学的态度调查(实验后) （实验班） (61)
Appendix IV Oral Test Paper in the Pretest (62)
Appendix V Oral Test Paper in the Posttest (65)
Appendix VI PETS第二级口试评分标准原文 (68)
Appendix VII A Sample Teaching Plan (70)
Acknowledgements (74)
Publications (75)
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Abstract
In order to solve the serious problem of losing interest and confidence in English learning and English class among the students in higher vocational colleges, task-based approach based on level teaching is studied in this thesis. Task-based language teaching approach aims to create a “real language environment” and strongly emphasizes “learning by doing”. The process of classroom instruction is actually the process of students completing tasks in the target language. In recent years, task-based approach has been widely applied in primary and high schools in China. However, few relevant researches have been conducted in China?s higher vocational colleges. And level teaching requires teachers to grade students into different levels to teach and evaluate under their adequate consideration of students? practical difference in order to help students achieve their best improvement. Up to now, most of the researches just focus on either the implementation of task-based approach or the implementation of level teaching, and few researches have combined the two approaches in the context of the English teaching in higher vocational colleges.
Considering the difference between the students? English proficiency when entering college, a one-term experiment research on task-based approach based on level teaching was conducted in the college where the writer teaches, to explore its feasibility and effectiveness in the context of English teaching in higher vocational colleges. Task-based approach based on level teaching is adopted to design different tasks and activities for students with different English levels in a class. The tasks and activities for different levels are correlated in content and have continuity in difficulty. Two classes the writer taught were selected as the experimental class adopting task-based approach based on level teaching and the control class adopting the traditional teaching mode. The students in the experimental class were graded into three levels according to their English scores in the college entrance examination and a questionnaire was employed to support and confirm the grading.
In the thesis, three research questions are raised:
1. Which approach will effectively improve students?oral English proficiency,task-based approach based on level teaching or the traditional teaching mode in higher vocational colleges?
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2. Which approach will effectively improve students? overall English proficiency, task-based approach based on level teaching or the traditional teaching mode in higher vocational colleges?
3. Which approach will effectively inspire the students?interest in English learning and teaching, task-based approach based on level teaching or the traditional teaching mode in higher vocational colleges?
The experimental instruments involved in this research include three questionnaires, two tests, interviews and observations. The first two questionnaires which were conducted before and after the experiment aim to understand students? interest in English learning and teaching in the two classes. The third questionnaire was conducted after the experiment to know students? views about task-based approach based on level teaching in the experimental class. Two tests, that is, the pretest and the posttest were conducted to answer the first two research questions. With these instruments, the following findings were obtained from the statistical analysis by SPSS 13.0 and Microsoft Excel 2003: 1) task-based approach based on level teaching improves students? oral English proficiency more effectively than the traditional teaching mode; 2) task-based approach based on level teaching improves students? overall English proficiency more effectively than the traditional teaching mode; 3) task-based approach based on level teaching has a more significant and positive influence on students? interest in English learning and teaching.Therefore, it can be concluded that task-based approach based on level teaching is a feasible and effective teaching mode in English teaching in higher vocational colleges. This research offers some implications to some educational institutions, higher vocational colleges and English teachers. However, some difficulties and limitations of task-based approach based on level teaching were also found in the experiment. It remains to be improved by other English teachers.
Key words: task-based approach based on level teaching, oral English proficiency, overall English proficiency
Category number: H319
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摘要
目前，全国的高职英语教学普遍面临着许多困境，比如“哑巴英语”教学；高职学生对英语学习和英语课程失去兴趣和信心；高职学生在一些社会英语考试中的通过率极低。为了找到解决这些问题的有效方法，笔者进行了为期一学期的教学改革，旨在研究以分层教学为基础的任务型教学在高职英语教学中应用的可行性和有效性。
任务型教学是以任务为中心来设计教学过程的途径。它以任务为教学单元，以任务的完成为目标。而所谓的任务是以真实世界为参照，以完成任务为首要目标，以语意表达为主旨的教学活动。在这个“用语言做事”的过程中，学生既获得了丰富的目的语，又发展了自身的语言综合应用能力。分层教学是指在充分考虑学生实际的基础上，实施学生分层、目标分层、内容分层、评价分层等，使各层次的学生都能在各自原有基础上得到最好的发展。分层教学重视学生间的差异，强调教师的“教”一定要适应学生的学。在以往的研究中，研究者们大都只侧重其中一种教学方法在高职英语教学中的应用，鲜少有将两种教学方法结合起来应用的研究。而且任务型教学作为交际语言教学新的发展形态，虽然已在我国中小学英语教学中普遍开展起来，但是在我国高职英语教学中的应用却刚刚起步。因此，本研究具有十分重要的意义。
本次教学改革的实验对象为笔者所教的两个大一平行班，一个为实验班，一个为对照班。在实验班实施以分层教学为基础的任务型教学，在对照班实施传统教学模式。以分层教学为基础的任务型教学的实施模式是在同一个班中进行任务教学时，对不同层次的学生设定不同的任务，这些不同难度的任务在内容上是相关的。本次研究具体涉及如下问题：以分层教学为基础的任务型教学和传统教学相比，哪一种方法能够有效的提高高职学生的英语口语水平和除口语以外的听力、词汇、阅读、翻译、写作等综合英语水平，以及学生学习英语和参与英语课堂教学的兴趣。在整个实验过程中，笔者采用了问卷调查、观察法、访谈和测验的研究方法，对所得的各项数据进行了严格而科学的统计分析。结果发现，与传统教学模式相比，以分层教学为基础的任务型教学能够有效的提高高职学生的英语口语水平和英语综合水平，能够明显提高学生学习英语和参与英语课堂教学的兴趣。实验结果证明，把以分层教学为基础的任务型教学法引入高职英语课堂教学对于改变目前的英语教学现状确实是一条切实可行、行之有效的途径与方法。但笔者在研究过程中也发现，在具体实施以分层教学为基础的任务型教学过程中，也存在着一些不容忽视的局限和困难，还需结合高职英语教学的实际做进一步改进。
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关键词：任务型教学分层教学高职英语教学英语口语水平英语综合水平中图分类号：H319
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Chapter One Introduction
In this chapter，the writer first introduces the background of the research. Then，the hypotheses are presented. Finally, the significance of the research and the organization of the thesis are introduced.
1.1Background of the Research
1.1.1 Present Situation of English Teaching in Higher Vocational Colleges
English teaching, as an organic component in the higher vocational education, should serve for the training of practicality-inclined talents and meet the needs of the rapid development of the country. However, the inadequate teaching quality of English in higher vocational colleges has negative effect to some extent.The main reason for this situation probably lies in the fact that the English teaching modes in higher vocational colleges are just following the modes in the middle schools, without its own characteristics. English, one of the most popular languages in the world, becomes more important and useful for communication all over the world. It is more and more obvious that English has great effect on all the aspects of human life. For the students in higher vocational colleges, it is also essential to be proficient at English. However，there exists serious contradiction between the aim and the results of English teaching with the characteristics of teacher-centered mode and grammar-focused mode in higher vocational colleges. The passing rate of some English tests for vocational college students is very low and the oral English of vocational college students is very poor. Moreover, there is a serious phenomenon of losing interest and confidence in English learning and English class among the students in higher vocational colleges. In order to improve the present situation of English teaching, more and more English teachers in higher vocational colleges have realized the significance of introducing new teaching modes and methods into English classroom instruction.
1.1.2 Research Gap of TBA in Higher Vocational English Teaching
Task-based approach (TBA) is one of those attempts to introduce new teaching methods into English teaching in higher vocational colleges. The Ministry of Education of China
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formulates in the document in 2006 that the action-oriented teaching modes, such as the task driving model, should be adopted in higher vocational education. Theories on task-based approach were put forward and researches were carried out in some foreign countries first. In China，it is at the beginning of the 21 century that task-based approach was first advocated in the nationwide teaching reform in primary and middle schools. Task-based approach is a meaning-focused teaching mode, aiming at completing language communicative activities, in which the basic thought underlying is that language is a tool for communication, instead of an academic body of knowledge to be learned. Simply speaking, task-based teaching means that language teaching should be closely related to the real society and classroom instruction should reflect real situations. A task is concerned with real-world processes of language application as well as pedagogic communicative activities, and learning by doing should be emphasized in the process of language learning. In recent years, task-based approach has been widely applied by the domestic foreign language researchers to English teaching in elementary and secondary schools. The results of those researches on task-based approach show that the process of fulfilling tasks motivates learners to use the target language meaningfully and naturally and offer a helpful environment to promote the learners? acquisition and internalization of the target language. Task-based approach has many adva ntages both in improving the learners? English ability and learning habits.
As far as students in vocational colleges are concerned, tasked-based approach, in the writer?s opinion, is an appropriate method in English teaching for them. Higher vocational students are different from either the ordinary university students or the middle school students. They have their own learning psychology and characteristics. Though they are not interested and do not perform well in the theory courses, they have strong interest and demonstrate stronger learning ability in the practice classes. Specifically speaking，they are required to be engaged in practical work rather than academic work in their future career. Task-based approach emphasizes that the students should learn a language by doing things and using the language. In a sense, task-based approach just suits the higher vocational students? learning psychology and characteristics. Nevertheless, task-based approach remains a new thing to most English teachers in higher vocational colleges shown in the results of a questionnaire conducted by the writer before this research. The questionnaire which was designed to investigate the teachers?
knowledge about task-based approach was answered by 15 English teachers in the writer?s college and 20 English teachers in Zibo Vocational Institute in August, 2009. These two colleges are the biggest vocational colleges in Zibo. The results of the questionnaire show that only 5 teachers know well about task-based approach and 7 teachers know a little about it. Those teachers said that though there were enough theories on task-based approach for English teachers to acquaint themselves with, they had no ideas how to apply it to the higher vocational English teaching appropriately. That is, there are little practical task-based teaching modes adequate to the higher vocational English teaching; therefore, they return to the traditional teaching modes consciously or unconsciously. Not many relative valuable researches have been conducted in the English teaching in higher vocational colleges so far. The effective application of task-based approach in the practical teaching is an urgent research subject in front of the English teachers in the higher vocational colleges.
The above research gap offers an impetus for this research about the application of task-based approach in English teaching in higher vocational college. As mentioned above, students are required to complete the communicative tasks independently in the task-based teaching. But in higher vocational colleges the students? scores of college entrance examination vary from about 200 to more than 500 and their English scores range from about 30 to more than 130. So the students? English level in a class is jagged. Therefore it is impossi ble for students of the same class to complete the same tasks and then achieve great improvement in English under the same circumstances. They should be treated differently. Students can be graded into different levels in terms of level teaching. Then, according to the difference, tasks are designed into different levels to make all students gain more opportunities and enough training. Hence considering the difference between the students?English proficiency when entering college, which is a serious problem in higher vocational education, a combination of task-based approach with level teaching, that is, task-based approach based on level teaching is proposed in this thesis.
In the previous researches of task-based approach, many researchers focused on the effect of task-based approach on students? oral English proficiency. Therefore, in this thesis, the writer treats the effect of task-based approach based on level teaching on oral English proficiency in higher vocational colleges as an independent research question, and treats the effect of
task-based approach based on level teaching on overall English proficiency which involves listening, reading, translating and writing as another research question.
1.2 Hypotheses
In the research, the following hypotheses are proposed:
1. Task-based approach based on level teaching can effectively improve students? oral English proficiency in higher vocational colleges.
2. Task-based approach based on level teaching will improve students? overall English proficiency effectively in higher vocational colleges.
3. Task-based approach based on level teaching has a positive influence on students? interest in English learning and English teaching in higher vocational colleges.
1.3 Significance of the Research
Firstly, this research is expected to be helpful to English teachers in higher vocational colleges in China who are interested in the practical application of task-based approach in English teaching in higher vocational colleges. As mentioned above, extensive theoretical and practical researches have been done on task-based approach in primary and middle schools. And recently, more and more researchers and teachers regard task-based approach as one of the most effective teaching modes and have been making explorations on its application in higher vocational colleges. So the present research is carried out in time and just fills the research gap to some extent. The results of the research can shed light on English classroom teaching and learning practice.
Secondly, the teaching mode in this research takes the advantage of task-based approach and level teaching to solve the difficulties of level teaching mentioned below and the problems of task-based approach in the previous studies in higher vocational colleges. Level teaching has been advocated and applied for some time in higher vocational colleges. Most of those application researches adopted the way of dividing the students into speed class and slow class. But in fact, it is hard to carry out level teaching in such a way because of course scheduling in many higher vocational colleges. There is another way of level teaching which grades students into different levels in the same class. In previous studies on task-based approach, a few
researchers have attempted this way of level teaching in the task cycle. They arranged the students of different levels in a group to finish a task together. The writer once did a pilot experiment in such a way before this research. But in the actual operation, many limitations and problems of that attempt appeared, especially in the higher vocational colleges.For example, the task was finished only by the high-level students in the groups because the task was difficult for the low-level students, who only sat idle and enjoyed the fruits or were indifferent to the task.In this research, different tasks are designed for the students of different levels in the same class by the teaching mode of task-based approach based on level teaching. The tasks and activities of different levels are correlated in content and have continuity in difficulty. This teaching mode makes students of different levels have something to do at class. After this research, a new teaching mode of task-based approach is expected to advance. It is hoped to enrich and enlighten the research on task-based approach in the field of English teaching in higher vocational colleges in China.
Thirdly, this research is hoped to be helpful to Chinese higher vocational students to develop their positive English learning interest and attitudes，to improve their overall English proficiency and helpful to English teachers to create a pleasant and efficient classroom environment. After the completion of English course，the students in higher vocational colleges are expected to use the language they have learned as a means to deal with the relevant English materials in their professional field，conduct essential oral and written communication in daily activities concerning foreign affairs and vocational activities. However, owing to the traditional grammar-focused and teacher-centered classes in China, English is considered as something boring and abstract. What students need to do at classes is just to focus their attention on teacher?s lecture s, which always concentrate on vocabulary and grammar explanations and text translation. As a result, most students, without the slightest exaggeration, feel very difficult and reluctant to speak in English though they have learned English for several years. The goal designed is hard to achieve. English course has become a significant part of higher vocational education in China and has greatly drawn English researchers? attentions. It is urgent to improve the effect of English teaching in higher vocational colleges. It is a significant subject worthy of investigation to the English teachers in higher vocational colleges.
1.4 Organization of the Thesis
This thesis consists of five chapters.
Chapter One leads to the very topic of the thesis with the introduction of the background, significance of the research. Hypotheses are also proposed in this chapter. This part states the present situations of English teaching in higher vocational colleges and the research gap of task-based approach in English teaching in higher vocational colleges. Then it points out that task-based approach based on level teaching should be advocated in English teaching in higher vocational colleges.
Chapter Two gives detailed theoretical analysis of task-based approach, level teaching, and task-based approach based on level teaching including their definition, theoretical rationale and teaching principles, in order to interpret the feasibility of task-based approach based on level teaching in language teaching and learning theoretically. In addition, a comparison between task-based approach based on level teaching and the traditional teaching mode is made in this chapter.
Chapter Three focuses on the design of the research. Research questions of this study are put forward. The experiment lasted for a semester. A clear statement of the experimental objectives, subjects, instruments, materials and procedures are explicated.
Chapter Four presents the results and discussion of the experiment with the statistical analysis of the data collected. The effect of task-based approach based on level teaching on students? overall English proficiency, oral English proficiency, and interest in English learning and teaching are identified through statistical analysis.
Chapter Five offers the major findings and the implications of the research, and points out the limitations and difficulties of task-based approach based on level teaching found in the experiment and provides some suggestions on how to apply task-based approach based on level teaching effectively in English teaching in higher vocational colleges.
Chapter Two Literature Review
Some important literature about task-based approach based on level teaching is reviewed in this chapter, and a comparison between task-based approach based on level teaching and the traditional teaching mode is made.
2.1 Task-based Approach
2.1.1 Definitions of Task
With the development of communicative teaching, task-based approach appeared in the 1980s when Prabhu (1987) first introduced task-based approach in Second Language Pedagogy. The specific methodology he claimed was the earliest attempt of task-based approach. Afterwards, some linguists and researchers have done a lot of researches on task-based approach. In order to understand task-based approach well, it is necessary to review the definition of task. There are many linguists who have defined task in different ways. Some of the important definitions are given as follows.
Long (1985:89) explains the definition of task in such a sense:
“A task is a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation…In other words, by …task? is meant the hundred and one things people do in everyday life, at work, at play, and in between”.
Another definition is provided by Breen (1987:23):
“Task is assumed to refer to a range of work plans whic h have the overall purpose of facilitating language learning from the simple and brief exercise type, to more complex and lengthy activities such as group problem-solving or sim ulations and decision making.”
In Designing Tasks for the Communication Classroom (1989)，Nunan (1989) introduced the basic theories of task-based approach. Nunan (1989:10) treats task as “a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their atte ntion is principally focused on meaning rather than form”. What Nunan did made a significant progress to task-based approach.
Compared with the above linguists? views, the definition of task that Willis puts forward is thought to be more popular and concise in the writer?s opinion. Willis (1990) holds the view that “…By a task I mean an activity, which involves the use of language but in which the focus is on the outcome of the activity rather than on the language used to achieve that outcome”.
In the 1990s, task-based approach became the main trend in the world.Skehan?s A Cognitive Approach to Language Learning (1998) developed the theory of task-based approach. Skehan (1998:268) summarizes Candlin?s(1987), Nunan?s(1989) and Long?s (1989) views, and offers four defining standards: first, “m eaning is primary”; second, “there is a goal that needs to be worked towards”;third, “the activity is outcome-evaluated”;fourth, “there is real-world relationship”.
Though these definitions are presented from different perspectives, there is one thing in common in these definitions, that is, “they all imply that tasks involve commun icative language use in which the user?s attention is focused on meaning rather than linguistic structure” (Nunan, 1989:10). Simply speaking, a task is a kind of work taken up for language learners. It is a sort of interactional course of performing something for the learners who are positive and active when they try to accomplish a task. In the process of accomplishing the task, the learners have to concentrate on meaning and use many various linguistic and nonlinguistic materials so as to successfully solve the communicative problem.
2.1.2 Design of Task
In order to implement task-based approach effectively, the design of task should also be reasonable. Shavelson and Stern (1981:478) suggest that task designing should take the following elements into consideration: content, materials, activities, goals, students and social community.
Nunan (1989) proposes a framework which covers the power to look into the learning tasks. He suggests that tasks are made up of goals, input, activities, teacher role, learner role and settings:
Goals ↘↙Teacher role
Input → task ←Learner role
Activities ↗↖Settings
A Framework for Analyzing Communicative Tasks (Nunan, 1989: 48)
These six components of tasks should be taken into account when designing tasks.
Jane Willis (1996) believes that three basic conditions should be satisfied to establish the effective learning environment in the classroom, that is, the full contact with the target language, the opportunity provided to use the target language in real communication, and the students? concentration on the process of language learning. Moreover, the language form (i.e. grammar) should be considered, which enables the students to make quicker progress.
In Willis?(1996) opinion, teachers should first consider the following aspects before designing the tasks: s tudents? needs and abilities; the input materials and activities areas; t asks? components and steps; t asks? applicability; range of the correlation factors of the tasks; l earners? familiarity to the natural and social environment of the tasks; s tudents? previous knowledge and experience; places of the grammars. And each task is designed to be supposed to have the following five characteristics: (1) the task should have a purpose; (2) the task should have a context set up to use the language; (3) the task should make the learners immerse in the mode of thinking and doing; (4) the task should have product; (5) the task should request the learners to use their frameworks of knowledge and skills.
It can be inferred from the above that the task should be decided from the aspect of the students? aim and should be that demanding “learners to approximate in class the sorts of behaviors required of them in the word beyond the classroom” (Nunan, 1989:40).
2.1.3 Definitions of Task-based Approach
Generally speaking, task-based approach belongs to the family of Communicative Approach. It is a new development of the communicative teaching in the past 20 years. But compared with the form-based approaches, task-based approach makes a number of communicative tasks to be completed in the target language necessary.
Another famous linguist Nunan (1999:24) explains task-based teaching approach in such a way:
“Task-based language teaching is an approach to the design of language course in which the point of departure is not an ordered list of linguistic items，but a collection of tasks.”
It can be concluded from the above that task-based approach is offering opportunities for