语言学矩阵

教育硕士期末考试答题册考试科目：英语教学理论与方法姓名：于淼学号： 16813008 专业教学部：英语专业教学部专业：学科教学（英语）考试时间：2016.12,29沈阳师范大学教育硕士研究生院印制The Application of Task-Based Language Teaching to SpokenEnglish TeachingYu MiaoSHENYANG NORMAL UNIVERSITYDecember, 2016AbstractNowadays, the ability of speaking English fluently and clearly has become the essential need in our society. However, the current situation of spoken English teaching is not ideal in China. Teachers give students knowledge about the language, but do not necessarily enable them to use it for communication freely.Basing on the current situation of spoken English teaching in middle schools, I introduce a new teaching method, Task-Based Language Teaching. Task-based Language Teaching has been popular since the mid-1980s, and it has aroused many teachers and researchers' interests.There are many problems existing in spoken English teaching. Students lack confidence in spoken English learning and they are afraid of opening their mouths to speak English. Students do not know how to use English in real communication. We can use Task-Based Language Teaching to solve these problems effectively. I give my solutions in the paper.Key words: spoken English teaching, middle school, Task-Based Language Teaching（TBLT）, problems, solutions中文摘要当今社会，能够流利清晰地说英语已经成为社会对国民的基本素质要求。

然而，我国目前的口语教学现状并不理想。

老师教给学生语言本身的知识，却未必能使学生灵活使用英语进行交流。

基于当今中学英语口语的教学现状，我介绍了一种新的教学方法-任务型教学法。

任务型教学法是交际法的发展和延伸，自20世纪80年代中期开始流行起来。

目前已引起许多教师和研究者的兴趣。

当今的英语口语教学还存在许多问题。

如，学生缺乏自信,不敢张口说英语；学生在现实生活中不知道怎么使用英语。

我们可以使用任务型教学法来有效地解决上述问题。

在这篇文章中，我结合这些问题提出了自己浅薄的解决方法。

关键词：口语教学，中学，任务型教学法，问题，解决方法ContentsChapter 1 Introduction (1)Chapter 2 Literature Review (2)2.1 Definition of TBLT (2)2.2 Definition of Task (2)2.3 Theory (3)2.3.1. Theory of language (3)2.3.2. Theory of learning (3)Chapter 3 Problems3.1 Students lack confidence in spoken English (4)3.2 It is difficult for students to use English in real communication (4)Chapter 4 Solutions4.1 Give students more opportunities to speak English (5)4.2 Combine tasks with real-world needs of learners (5)Chapter 5 Conclusion (6)Bibliography (8)Acknowledgments (9)Chapter 1 IntroductionWith the deepening of reform and opening up, global communication is becoming more and more frequent. Language is the tool for people to communicate. As the world’s most intensively used language, English is showing its vital importance. In the newly issued National English Curriculum Standard, it points out that students should master four basic language skills-listening, speaking, reading, and writing. It also emphasizes teachers should create more opportunities for the students to practice spoken English. However, in the background of exam-oriented education, many teachers only focus on reading and writing and neglect listening and speaking. Most of students lack motivation and confidence in spoken English learning. They spend much of their time learning grammar points and vocabulary in order to get high scores in admission tests. After learning English for many years, students still can not communicate with others correctly, fluently in English.Task-based language Teaching is an advanced and efficient method of teaching spoken English. It refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching. It has been one of the most effective language teaching methods since 1980s. The key of this approach is “learning by doing”. It advocates that learners should enjoy the process. Compared with traditional teaching methods, Task-Based Language Teaching has many advantages. Tasks and achievement can improve students motivation and therefore promote learning. In order to accomplish different kinds of tasks designed by teachers, students have to open their mouths and use authentic English. Through this approach, students’application ability of spoken English can be improved.In this paper, I put forward some suggestions to solve the problems in spoken English teaching through Task-based language Teaching. Hopefully, students could benefit from Task-based language Teaching.Chapter 2 Literature Review2.1 Definition of TBLTTask-Based Language Teaching refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.Task-Based Language Teaching is a new teaching method based on Communicative Language Teaching. This method was proposed by some researchers in second language acquisition in the 1980s. TBLT draws on several principles that formed part of communicative language teaching movement. For examples, activities that involve real communication are essential for language learning; activities in which language is used for carrying out meaningful tasks promote learning; language that is meaningful to the learner supports the learning process.The key of this approach is “learning by doing”. Language learning is believed to depend on immersing students not merely in “comprehensible input”, which means that input can not be too difficult, but in tasks that require them to negotiate meaning and engage in naturalistic and meaningful communication.2.2 Definition of TaskDefinitions of task vary in Task-Based Language Teaching. However, there is a commonsensical understanding that task in language teaching is an activity or goal that is carried out using language, such as reading a set of instructions, making a telephone call, finding a solution to a puzzle, assembling a toy, writing a letter and giving directions.Task is different from practice. It is generally believed that task is related to real communication in our daily life. When learners do a task, their attention is principally focused on meaning rather than form. Task generally bears some resemblance to real-life language use. However, practice is designed to help learners understand and consolidate language knowledge.2.3 TheoryTBLT is motivated primarily by a theory of learning rather than a theory of language.2.3.1. Theory of languageHowever, several assumptions about the nature of language can be said to underlie current approaches to TBLT. These are: Firstly, language is primarily a means of making meaning. In common with other realization of communicative language teaching, TBLT emphasized the central role of meaning in language use. Secondly, task-based instruction is not linked to a single model of language. Advocates of task-based instruction draw on structure, functional, and interactional models of language. Thirdly, lexical units are central in language use and language learning. In recent years, vocabulary has been considered to play an important role in second language learning. V ocabulary here includes lexical phrases, sentence stems, collocations, and not only words. Fourthly, “conversation” is the central focus of language and the keystone of language acquisition. The majority of tasks are proposed within TBLT involve conversation.2.3.2 Theory of learningThere are several general assumptions about the nature of language learning underlying Task-Based Language Teaching: Firstly, tasks provide both the input and output processing necessary for language acquisition. Tasks are believed to foster processes of negotiation, modification, rephrasing, and experimentation that are at the heart of second language learning. TBLT proposes that the task is the pivot point for stimulation of input-output practice, negotiation of meaning, and transactionally focused conversation. Secondly, tasks and achievement can improve learner motivation and promote learning. Because they require the learners to use authentic language and they encourage a variety of communication styles. Thirdly, learning difficulty can be negotiated and finetuned for particular pedagogical purposes. If the task is too difficult, fluency may develop at the expense of accuracy. So tasks can be designed along a cline difficulty so that learners can work on tasks that enable them to develop both fluency and an awareness of language form.Chapter 3 ProblemsWith the implementation of the English Curriculum Standards, some progresshas been made in middle school English teaching. However, there are still some problems of spoken English teaching remaining to be solved.3.1Students Lack Confidence in Spoken EnglishIn our country, admission examinations don’t assess the level of spoken English. Thus, most of middle school English teachers emphasize vocabulary and grammar and neglect listening and speaking in order to let students get higher scores in admission tests. In class, teachers talk a lot and very a few students have opportunity to express what they want to say in English. Most of students keep silence during class and after class they never speak English. Students only pay attention to examination content. They spend much of their time learning vocabulary and grammar and ignore spoken English. They don't have a strong motivation of spoken English learning.Under the teaching and learning mode, most of students lack confidence and feel anxious when they speak English. Sometimes, students have nothing to say about the topics. Sometimes, even though students have ideas, they worry about making mistakes. They are not bold enough to open their mouths and try to communicate with others in English. The lack of self-confidence pervasively obstructs the process of spoken English learning.3.2 It is difficult for students to use English in real communicationMost of middle school English teachers use traditional teaching methods which usually obeys the presentation-practice-production mode. English teaching is dominated by teachers' explanation. Teachers emphasize the form and structure of language and neglect the meaning of language. They put emphasis on the mastery of language points and design practice activities to help students understand and consolidate language knowledge. Generally, these practice activities are pure patterndrills practice, such as practicing dialogues in the textbooks which are not related to students’ real life. And students can do these activities independently and do not need other resources.Under the teaching mode, students’ application ability of spoken English in real communication is poor. Students can recite conversations and articles in the textbooks. However, they find it is difficult to express their needs, ideas, requests, and exchange information in English in real communication.Chapter 4 SolutionsWe can use Task-based language Teaching to solve the above problems. In our country, there are over 45 students in every class. Under traditional teaching mode, very a few students have the opportunity to express their ideas in English during class. Most of students have no confidence and are not willing to open their mouths to speak English in class. Teachers can design tasks which are expected to be accomplished in groups to help students build up confidence in learning spoken English and improve their application ability of spoken English in real communication.4.1Use TBLT to give students more opportunities to speak EnglishTasks of cooperative learning make students release their pressure and improve students motivation. Tasks always have specified goals. They require communication of meaning or solving of problems in learning and communicating. Tasks provide both the input and output processing necessary for language acquisition. On the one hand, tasks provide students opportunities to draw references from each other. On the other hand, tasks provide students more opportunities to speak English in class. In this process, students practice their spoken English a lot and gradually build up their confidence.In pre-task phrase, teachers should make students know what topic is going to be talked about and introduce several lexical phrases related to the topic that students don’t know. They could arouse students’ enthusiasm by showing pictures, videos, andother realia to introduce these lexical phrases. In the process of finishing task, teachers’ role is not a controller. Teachers should let students have free talk with group members. Students pay attention to the meaning of language rather than the form of language. Maybe some students’spoken English is not fluent and grammatically accurate. Teachers should encourage every student in groups to think positively and communicate with group members bravely to understand, grasp, and practice spoken English by themselves. In this process, students open their mouths to speak and improve their spoken English by using English. At last, teachers should analyze each student’s utterances and help students correct their mistakes.4.2Combine tasks with real-world needs of learnersOne function of Task-Based Language Teaching is that combine tasks with real life contexts. Teachers can let students practice those tasks that are found to be important and useful in the real-world to help students improve their application ability of spoken English in real life.The key of designing these tasks is to analyze students themselves. Teachers should analyze students’experience, hobbies, and previous knowledge. Firstly, different students have different learning experience and life experience. If the task can call on the student’s past experience, the task is more likely to encourage the student to use authentic language, For example, making a phone call is more closely related to students’past experience than repairing pipes. So the task of making a phone call is more likely to encourage students to use authentic language. Secondly, teachers also need to analyze what students like to do in their spare time. Tasks related to students’ hobbies could arouse their interests and encourage students to express and show themselves. These tasks are important and useful in the real world. Thirdly, when teachers design tasks, they should design different levels of tasks and take students’ previous knowledge into consideration. If the new knowledge of the task is closely connected with what students have learned recently, students are more likely to engage themselves in the learning process.Chapter 5 ConclusionAlthough after the implementation of National English Curriculum Standard, some progress has been made in middle school English teaching, the current situation of spoken English teaching is not ideal in China. In the paper, I point out two existing problems in spoken English teaching and give my solutions based on Task-based language Teaching.TBLT is a new teaching method based on Communicative Language Teaching and Second Language Acquisition. It has been one of the most effective language teaching methods since 1980s. The key of this approach is “learning by doing”. The whole learning process is active. TBLT is able to let students gain language knowledge and develop students’ application ability of spoken English.Surely, it also has disadvantages. Many aspects of TBLT have yet to be justified, such as proposed schemes for task types and task sequencing. TBLT set higher requirements for English teachers.Bibliography:[1]Bygate, M., P. Skehan, and M. Swain. (eds.) 2000. Task-Based Learning: Language Teaching, Learning, and Assessment. Harlow, Essex: Pearson.[2]Ellis, R. 1992. Second Language Acquisition and Language Pedagogy. Clevedon: Multilingual Matters.[3]Feez, S. 1998. Text-based Syllabus Design. Sydney: National Centre for English Teaching and Research.[4]Nunan, D. 1989. Designing Tasks for the Communicative Classroom. New York: Cambridge University Press.[5]Richards, J. C., and T. S. Rodgers. Approaches and Methods in Language Teaching. Beijing: Foreign Language Teaching and Research Press, 2008.[6]Skehan, P. 1996a. A framework for the implementation of task-based instruction. Applied Linguistics 17(1): 38-61.[7]Skehan, P. 1996b. Second language acquisition research and task-based instruction. In J. Willis and D. Willis (eds.), Challenge and Change in Language Teaching. Oxford: Heinemann. 17-30.[8]Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford: Oxford University Press.AcknowledgmentsFirst of all, I want to express my sincere thanks to my respected and beloved teacher, Professor Zhang Ping. She has profound knowledge and rigorous scholarship. She not only teaches us approaches and methods in language teaching, but also teaches us how to be a qualified teacher. She gave us opportunities to inspect and learn from the excellent English teachers throughout the country. She gave us a lot of warm encouragement and insightful guidance. All that I learn from Professor Zhang Ping will have a profound impact on my future.Secondly, I would like to express my gratitude to all the teachers who have taught me during this semester. Their instructions and guidance help me make great progress.Thirdly, I am grateful to my families and friends. Without their love, care, and support, I can not live happily and overcome so many difficulties in my life.。