任务型教学法在高中英语阅读课堂的应用英语论文

本科生毕业论文（设计）册学院 XXX学院专业英语教育班级 XXXX级英语教育X班学生 XXX指导教师 XXXXXXX大学本科毕业论文（设计）任务书编号：论文（设计）题目：任务型教学法在高中英语阅读课堂的应用学院： XXX学院专业：英语教育班级： XXXX级英语教育X班学生： XXX 学号： XXXXXXX 指导教师： XXX 职称：XXX1、论文（设计）研究目标及主要任务本论文的研究目标是探讨任务型教学法在高中英语阅读教学中的应用。

其主要任务是通过分析任务型教学法的作用来指导中学英语阅读教学。

2、论文（设计）的主要容本论文分为五章，第一章介绍了任务型教学法实施的必要性，第二章介绍任务型教学法的研究背景及现状，第三章介绍了现在高中英语阅读教学存在的缺陷，第四章讨论了任务型教学法在现在高中英语阅读教学中的应用，最后一章对整篇文章进行了总结。

3、论文（设计）的基础条件及研究路线本论文的基础条件是不同的教育学家对任务型教学法的研究成果。

研究路线是对任务型教学法与传统教学法进行对比，总结出优缺点并将其应用在高中英语阅读教学实践中。

4、主要参考文献Willis，J. A Framework for Task-Based Learning．England：Longman．1996.Long, M. H. Task, Group and Task-group Interaction．University of Hawaii working papers in EFL, No.8 Page l-26. l989.龚亚夫等：«任务型语言教学»，：人民教育，2003.婕：英语任务型教学法研究现状综述. «考试周刊»，2011第21期，74-75页.5、计划进度指导教师：年月日教研室主任：年月注：一式三份，学院（系）、指导教师、学生各一份XXXX大学本科生毕业论文（设计）开题报告书XXX学院英语教育专业 XXXX 届XXXX大学本科生毕业论文（设计）评议书XXXX大学本科生毕业论文（设计）文献综述编号:本科生毕业论文设计题目：任务型教学法在高中英语阅读课的应用作者： XX指导教师： XXXXX所在学院：XXX学院专业：英语教育班级： XXX级X班完成日期： XXXX 年5 月8日The Application of Task-based Language Learning Approach in English Reading Teaching in Senior High SchoolBYXXXXProf. XXXX, TutorA Thesis Submitted to Department of English Languageand Literature in Partial Fulfillment of theRequirements for the Degree of B.A in EnglishAt XXXXXXUniversityMay 8th, XXXX摘要阅读能力是学生写作能力的基础，也是为学生口语表达积累素材的基础，英语课程标准就把阅读能力作为英语教学的重要目标之一。

但在传统的高中阅读教学中，阅读对于大多数学生而言仍然是一个薄弱环节，封闭而被动的阅读让学生感到枯燥而无聊，不要说写作能力和表达能力的培养，就算是基本的阅读能力培养都是问题。

究其原因，还是学生的主体性没有得到发挥，学生在被动中缺少学习的热情，效果自然不好。

随着英语课程标准提出的任务型的活动，现在越来越多的老师开始熟悉并运用任务型语言教学法（TBLT）。

任务型教学法以其情境真实、多元参与、激发兴趣、因材施教而受到广大英语教师和学习者的欢迎。

在本文中，笔者就任务型教学法及其运用作了详细的介绍，并且将任务型教学法与传统的高中英语阅读教学进行了比较，列举了传统模式的不足和造成这些不足的原因以及应对策略，与此同时，介绍了任务型教学法在现在高中英语阅读教学中的应用及其优越性。

通过研究与对比，不难发现任务型教学法更加有利于学生提高阅读能力和养成良好的阅读习惯。

当然，笔者同样涉及到了任务型教学法在实际应用中可能会遇到的问题以及解决方法，希望能不断地完善英语阅读的教学。

关键词：任务型教学法，高中英语阅读教学，任务，阅读能力AbstractReading ability is the basis of writing ability and also the basis of the accumulation of oral expression materials, and The English Syllabus take the reading ability as one of the important English teaching goals. In our traditional senior high school English reading teaching, reading for most students is still a weak link, students feel dull and bored about closed and passive reading, and there are difficulties in the cultivation of basic reading ability, not to say training writing ability and expression ability. Investigate its reason; the students cannot play their subjectivity, and students lack learning enthusiasm in the passive situation. Naturally，the effect is not good. The English Syllabus advocates task-based activities and more and more people know and begin to use Task-Based Language Teaching (TBLT). TBLT is popular with most English teachers and learners because of its actual situation, polyphyletic participation, arousing of interest and different teaching methods in accordance with different students’aptitude. In this thesis, the author introduces the Task-Based Language Teaching method and its application in detail, and makes a comparison between traditional seniorhigh school English reading teaching and Task-Based Language Teaching method, and makes a list of limitations of the traditional model, and the causes and coping strategies, meanwhile, introduces the application of Task-Based Language Teaching method in the present senior high school English reading teaching and the advantages of it. Through research and comparison, it is not difficult to find the Task-Based Language Teaching is more helpful for students to improve their reading ability and develop good reading habits. Of course, the author also relates to the problems which may appear in the application of Task-Based Language Teaching method and the solutions, with the hope to improve and perfect the English Reading Teaching continuously.Key words: Task-Based Language Teaching, senior high school English reading teaching, task, reading abilityTable of contents1.Introduction ……………………………………………........... (1)2.Literaturereview (4)2.1 Research background and current situation (4)2.2 Definition and fundamentalphilosophy (4)2.3 The essence of the approach (6)2.3.1 Theoreticalbasis (6)2.3.1.1 Krashen: InputHypothesis (7)2.3.1.2 Long: InteractionHypothesis (9)2.3.2Principles (10)2.3.3 Characteristics oftasks (12)2.4 Constituent elements of task-based languageapproach (12)2.5 The superiorities of thisapproach (13)3. The current situation of English Reading Teaching (15)3.1 The existing problems (15)3.1.1 Single teachingpattern (15)3.1.2 Boring and difficult methods (16)3.1.3 Simple but inefficient steps (16)3.2 The reasons (17)3.3 The countermeasures (18)4. The application of this approach in readingteaching (20)4.1 Basic steps (20)4.2 The design and how to operate them (21)4.3 The advantages of this method (21)4.4 The probable problems and solutions (22)5. Conclusion (25)Bibliography………………………….…………………………………...261.IntroductionWith the impact of social situation and advanced teaching concepts, teachers should learn to change their location of themselves, that is to say, teachers should transform from initiator of knowledge to promoter, organizer, inductor and participant of the study of students. In order to arouse the study motivation of students and develop students’interest of study, teachers should create affluent learning situation. Moreover, teachers should pay attention to the emotion of students, try to create relaxing, equal, democratic, harmonious atmosphere, as a result, make the design of the classroom teaching accord with students’psychology. What’s more, as the participants of class, if teachers can make self-examination of the process and result of study with students, we can make teaching benefit teachers as well as students. Now, there is a problem, how to transform and how to realize all mentioned above? Brook no delay the implementation of Task-Based Language Teaching.Nowadays, in the requirements of new curriculum, reading is more and more important in the English teaching in senior high schools, therefore, there are new challenges for teachers and students. The new curriculum of English advocates task-based teaching activities, in order to let the students realize the target of the task by experiencing, participating, practicing and cooperating in the leading of teachers. For the teachingof reading, the new curriculum emphasizes the cultivation of students’ability to obtain and deal with the information in the process of reading. However, our traditional reading teaching methods have some shortcomings; in other words, teachers usually ignore the factors appear in the process which can improve students’ reading ability. In this case, Task-Based Language Teaching is our best choice.Task-Based Language Teaching means that teachers guide students through the tasks in class teaching. It is a kind of language teaching method which emphasizes “learning in the process of doing tasks”, and it requires students to learn the language by doing the tasks and using the language. This method originated in second language acquisition and communicative English teaching theory and it is more and more popular in second language acquisition and foreign language teaching. Task-Based Language Teaching produced in foreign countries, began in 1979, N.S.Prabhu (1987) carried out a strong communicative experiments in India High-technology Zone, and he put forward a lot of task types and took various communicative tasks as the contents of study, at last, let the students learn the knowledge by achieving the tasks. This teaching theory emphasizes the students as the subject of study, advocates the principle of “using is first”. Task-based teaching approach changes our traditional teaching pattern, strengthens the task design in the teaching of reading, and it is helpful to improve students’ability ofunderstanding, imagination and thinking and so on, also it can improve the ability of actual application of English. Task-Based Language Teaching emphasizes the application of language, initiates to learn language by using it. Language teaching ideas with task as the center is a new pattern of development in recent 20 years of communicative method; it turns the basic concept of language use into practical classroom teaching method.After knowing the current situation of senior high school English reading teaching and the difficulties the students meet in reading, according to the introduction of Task-Based Language Teaching, the author excavates the positive significance and effective way of the application of the Task-Based Language Teaching in senior high school English reading teaching. Making exploration of the task-based teaching method to the teaching of reading, so as to improve the students' reading ability, mobilize the enthusiasm of the students, and cultivate students' interest in learning. What’s more, in the class application, the author expects the task-based teaching method can provide more opportunities for the students to use the language, the better to play the initiative and creativity of students, help students to master effective reading methods, to improve the students' comprehensive ability of using language.Reading ability is one of the important symbols to measure the level of foreign language, and we also can say that reading ability is the coreof English teaching. In senior high school English teaching, although the teaching of reading has been valued by teachers all the time, but the effect was not ideal. There are many serious problems in current senior high school English reading teaching. Many teachers focus on teaching of English reading in the form of language, normally, begin the class with the explanation of words and expressions, and then just roughly put forward some superficial problems about the text, do not give any time to students to think about the text or put forward their own problems. In the whole process, the explanation of words and grammar occupies most of the time; teachers ignore the teaching of discourse, motivation of students’ learning interest and the cultivation of reading ability. Task-based teaching method used in senior high school English reading teaching, can achieve better English curriculum schedule of basic education, can solve the current problems exist in senior high school English Reading Teaching, and let learners in the "learning by doing, learning by using". In this way, can improve the students' interest in English reading, and promote their ability to use language in practice.In this thesis, the author will introduce Task-Based Language Teaching and the current situation of senior high school English reading teaching in detail, and then make comparison between Task-Based Language Teaching approaches with traditional reading teaching methods. As we all know, there are some problems about the application of Task-Based LanguageTeaching, of course, also there will be some suggestions of the application of Task-Based Language Teaching. Thus, makes the thesis worthy of reading.2.Literature review2.1 Research background and current situationThe language teaching concept“task-based”was first put forward by Vygotsky. He mentioned and introduced this concept in Thought and Language (1962). He got an important inspiration by observing the learning process of the learners, that is, in language learning, the interaction between the learners and teachers, learners and learners has good effect on the learning of language and even can promote the study. He also emphasized social and interaction characters of language learning in the process. However, which can usefully reflect these characters is Task-BasedLanguage Teaching approach. Nineteen seventies, Prabhu (1987) managed a language teaching reform project, in this project, he put forward the concept and pattern of TBLT in the practice of communicative teaching method. In this way, learners can complete the communicative tasks by using target language; this method pays more attention to the meaning of language communication not the form of language. In the beginning of 1980s, Jane Wills began her experiments of Task-Based Language Teaching, and published A Framework for task-based Learning in 1966. Except them, Candlin, Nunan, Long they all had deep research about Task-Based Language Teaching. Until 1990s, this approach formed its pattern and system, and nowadays, it has been used in foreign language teaching widely.2.2 Definition and fundamental philosophySimply, Task-Based Language Teaching means that teachers guide students through the tasks in class teaching. As for definition, usually, we pay more attention to “task”. In Modern Chinese Dictionary, task means prescribed work or responsibility, but this kind definition has no relation to teaching. The “task”in Task-Based Language Teaching is real in our real life, but not the same with the task in our real life. What the “task” really mean, different scholars have different ideas.Long(1985) states that task means an activity which is operated for oneself or others. In determining the teaching tasks, Long pay much attention to the importance of analyses, and he thinks that the tasksshould be related to our daily life, therefore, if teachers want to design teaching tasks, they must know what happened in the students’real daily life. However, Long’s research also has some shortcomings, for example, only when the learners make common mistakes about grammar in the process of completing the task, teachers will guide the learners’ attention to the form of the language, what’s more, in the process of completing the task, learners usually use communicative strategy in order to avoid the complex language forms, as a result, we cannot guarantee the development of learners’ interlanguage system.From an educational perspective, Richards (1986) thinks that: tasks are activities which develop in the process of learning, understanding and experiencing the language. Richards’definition of “task”has very close relationship with language teaching. He puts forward that the impact of different aspects of tasks will be applied to teaching. Through these descriptions, it is clear that the “task”in Task-Based Language Teaching has its own unique characteristics, and also reflects general characteristics of Task-Based Language Teaching.On the other hand, Breen (1987) definite the “task”from a language learning perspective, that is to say, tasks are a series of teaching activities which are carefully organized in order to promote the study of language, all these activities have specific target, appropriate content, unique learning program and a series of results.Nunan (1989) thinks that the tasks in class teaching include real-world tasks and pedagogical tasks. He calls the tasks which the students imitate the real world in class as real-world tasks. He does not restrict that real-world tasks must be completed in real world, that is to say, what we call real-world tasks can include tasks in real world and tasks imitate real world. Nunan was the first put forward the design the tasks of information gap, it contains 5 steps: (1) introduction: introduce the tasks; (2) words and expressions: teachers explain the difficult words the students may meet in the process of activities; (3) listening, discussing and taking notes in groups; (4) dealing with the problems in groups; (5) feedback: the students compare their plans with teachers’.British linguist Wills (1996) pointed out: learners get real results in the activities by using the language…It plays a good role on the cultivation of students’cooperative consciousness, competition consciousness and sense of collective honor.Domestic scholars Gong Yafu and Luo Shaoqian have unique insight of the interpretation of task. They think that in the teaching of foreign language, especially in Task-Based Language Teaching, “task” usually refers to the activities that take the real world as reference and take the formation of language sense as the them. They advocate dividing the Task-Based Language Teaching experts and scholars into two categories: "special mission" and "generalized assignment".Generalized “task”is what people do in daily life, work, entertainment or a variety thing do in other time. Some world famous linguists and teaching experts like David Nunan，Prablu and Willis and so on, they all definite “task”according to their own perspective. All of them are pointed out in the definition: task, in a word, is doing things. In the process of doing something, the learners are all very active in the process all the time and the communication process between the participants also is a process of interaction.Some language experts at home and abroad all give definition to task from different perspectives, and the author prefers the definition of Richards: tasks are activities which are developed in the process of learning, understanding and experiencing the language. Richards’definition of “task”has very close relationship with language teaching, he puts forward that the impact of different aspects of tasks will be applied to teaching. From this point of view, the author thinks that Task-Based Language Teaching can be called the most effective teaching method of foreign language teaching, and in this way, the students can commendably grasp the language and also can handle it skillfully.2.3 The essence of the approach2.3.1Theoretical basisThe theoretical basis of Task-Based Language Teaching comes from many aspects, including psychology, sociolinguistics and the study of languageacquisition and so on. One of the theoretical bases of Task-Based Language Teaching is the study of language acquisition, that is to say, we shoud understand the rules according to language acquisition. The memory of grammar knowledge cannot ensure the accuracy of the application of the language, only much of the language input can make students grasp the language they have learnt. In the application, using various tasks can be helpful for students to have integrated use of the language, pay more attention to the meaning of the language in the process of communication, and take the application of language and achieving the tasks as final target.2.3.1.1 ConstructivismIn this thesis, the constructivism is the most important theory we need to pay attention to. As an important branch of cognitive psychology, constructivism becomes a popular topic in nowadays educational psychology. Constructivism psychologist Piaget (Switzerland) repeatedly stressed that study is the construction of the significance of objects; cognition is constructed by the subject in the interaction between the subject and object, the construction of the subject often on the basis of the existing knowledge. Participating in the process of learning actively is the major characteristic of the constructivist learning theory.The core of Task-Based Language Teaching is “the learner-centered”and “the people-centered”;the philosophical psychology basis of it isconstructivism theory. Constructivism is a theory about knowledge and study. On the basis of psychology, philosophy and anthropology, constructivism considers that cognition is temporary, developing and non-objective; it experienced the learning of inner construction and the influence of social culture. Constructivism announces the unique law of language teaching.(1)Learning theory of constructivism takes the students as thecenter.Teaching should provide chances for the students, let them participate in real, natural and communicative activities, and lead them to look for the knowledge, put forward questions, and then construct their own pattern, concept and strategy. Hence, in the process of teaching, it is important for us to outstand students’subject status, respect the individual differences. From the point of view, to their original knowledge and experience, contact the reality of life, more dialogue, and use less injection type teaching.(2)Constructivism emphasizes the situational and cooperativelanguage teaching.(3) Constructivism holds that knowledge is the communication incomplex learning situation; learners often construct their own knowledge structure in certain complex learning context. The purpose of learning is not only to understand the knowledge, but also be ableto solve the problems in real and complex situation, therefore, in foreign language teaching, teachers should use multimedia technology, the vivid teaching situations, such as the expression of text, picture demonstration, expression of music and so on, to create real cognition, situation for students, and to help students have positive thinking, arouse related knowledge, experience and knowledge representation in their memory, at last giving some personal significance on knowledge.(4) Constructivism advocates constructing knowledge throughinteraction and cooperation.Different people have different experience and learning situation, so they have different understanding of knowledge. Constructivism points out that in appropriate learning situation, the content of foreign language learning must fit the cognitive development level of the learners. Learners’original experience and knowledge are the bases of the construction of the knowledge structure.Constructivism emphasizes that learning is an active process of construction, in which the learner actively according to the previous cognitive structures, with the help of others and the environment, through the unique information processing process, pay attention to and selective percept the external information, to construct the meaning of things. However, Task-Based Language Teaching emphasizes “learning inthe process of doing things”. It takes task as the core, and provides chances for learners, then let them complete various tasks. In other words, it takes the learners as the subject, the task as the core, then let the learners get the language acquisition by using the language to achieve the task. This teaching theory exactly accords with the learning theory of constructivism; therefore, the theoretical basis of Task-Based Language Teaching originates from the learning theory of constructivism.In English reading teaching, teachers should design the learning materials which match the knowledge level of the students according to learners’conditions and characteristics, and try best to create situations in which the students can use the language. In appropriate situations, with the help of the teacher, the students cannot help expressing their own views using the language knowledge they have learnt. In this way, the students will have great progress in reading level and the ability to use the language.2.3.1.2Language acquisition theoryKrashen: Input HypothesisTask-Based Language Teaching is a process the language learners completing the task. Its rationality and feasibility firstly come from Krashen’s Acquisition theory “input hypothesis”. He thinks that” comprehensible input”is the condition of language acquisition. Comprehensible input means the learners can understand the languagematerials they heard or read, most importantly, the level of difficulty of the material should be suitable for the learners, cannot be too simple or too difficult, otherwise, it will have no use for language acquisition. Krashen defined the language knowledge the learners already know as “I”, and the next period of the development of language as “I + 1”, “1”is the distance between the current knowledge state and the next stage of language state. That is to say, only when the language materials the learners learned are in the level of “I +1”, can they have good effect on the development of language. Krashen emphasizes that students learn certain language must through “comprehensible input” (Krshen, 1985:90). If the input goes a little beyond the learners’current ability, acquisition comes into being naturally. Therefore, teachers’responsibility is to let the students accept comprehensible language input as much as possible.Long: Interaction HypothesisHomologous with Krashen, Long thinks that acquisition comes from comprehensible input, but he pays more attention to how to be understood. He proposed that language can be learned through “interactive dialogue” (Long, 1985). The most important and useful way to make the input be comprehensible is the constant mutual cooperation in the process of conversational interaction, and then does interactive correction of the problems may arise. This language mechanism called “modifiedinteraction”. For example, the students get the information by changing their utterance. According to the theory mentioned above, foreign language class should have various activities with “modified interaction”, in other words, task. Students do dialogue interaction in the process of completing the task, and then produce the language acquisition.2.3.2 Principles(1) The principle of interestTask-Based Language Teaching cultivates students’ language ability by achieving the tasks, and the completion of the tasks must through activities, students as the subject, enthusiasm is excited, great cause come from the interest of Task-Based Language Teaching. In other words, the tasks teachers designed must can attract students’attention and let the students feel very happy when they participant in these activities.(2) Real and practical principlesTask-based languages teaching method has changed the traditional teaching models based on the teaching of knowledge, and now take the cultivation of students’ language ability as the core, therefore, the situation of the task should be real and be related to our real daily life and study, only by doing so can the students truly use the language in practice, and can develop students’ language ability.(3) Principles of operationStudents grasp the application of language by completing tasks, if the task goes beyond students knowledge and ability, even make students feel confused, as a result, Task-Based Language Teaching will become empty talk and has no chance to operate. Therefore, in teaching practice, teachers need to design suitable and appropriate tasks according to students’real ability, teaching goal and teaching content. Consequently, teachers need to pay much attention to understand the students, not only their study but also their daily life.(4) Principles of learning from applicationThe learning theory of Constructivism states that the process of teaching is such a process which is in the guiding of the teachers; students construct their own knowledge on the basis of their knowledge they have learnt and experience. As for Task-Based Language Teaching, students should learn and use the language through completing various specific tasks, with the help of self-study experience and internalize the significance of the construction of knowledge. The famous educator Dewey put forward the concept “learning in practice”, in this thesis, extended it as “learning in application”.(5) Authenticity principlesThe learning of language must be operated in society, the acquisition of knowledge after the interaction between teachers and students, between students, can become students’ own knowledge. Hence, the tasks shouldbe connected with students real study and daily life, and should provide the students with natural and real information of language, let the students gradually learn, grasp and flexible use the knowledge through frequent communication and interaction in natural and real situations, as a result, motivate students’ learning interest and initiative. (6) The principle of being gradualThe design of the teaching tasks must be from students’practice and let the students complete the task smoothly; therefore, teachers need to consider the degree of difficulty and content focus. That is to say, the tasks should be in appropriate difficulty, the slope should be moderate and the gradient is appropriate, from simple to complex, from easy to difficult, formulating a recycle from primary task to senior task, and then from senior task to primary task, let them be interdependence and increased step by step, in this way, improve students’ communication ability gradually. Only by doing so can we realize our purpose of the tasks. It will be useless if want to attain the highest level in one step, and also have bad effect on students’study. In one word, pay more attention to the process of completing the task and try one’s best to design appropriate tasks.(7)Form-function principleTask-Based Language Teaching emphasizes the improvement of students’ability, not the form of study. The design of tasks should consider the。