语言学矩阵.docx
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语言学矩阵.docx
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语言学矩阵
得分
评卷人
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
TheApplicationofTask-BasedLanguageTeachingtoSpoken
EnglishTeaching
YuMiao
SHENYANGNORMALUNIVERSITY
December,2016
Abstract
Nowadays,theabilityofspeakingEnglishfluentlyandclearlyhasbecometheessentialneedinoursociety.However,thecurrentsituationofspokenEnglishteachingisnotidealinChina.Teachersgivestudentsknowledgeaboutthelanguage,butdonotnecessarilyenablethemtouseitforcommunicationfreely.
BasingonthecurrentsituationofspokenEnglishteachinginmiddleschools,Iintroduceanewteachingmethod,Task-BasedLanguageTeaching.Task-basedLanguageTeachinghasbeenpopularsincethemid-1980s,andithasarousedmanyteachersandresearchers'interests.
TherearemanyproblemsexistinginspokenEnglishteaching.StudentslackconfidenceinspokenEnglishlearningandtheyareafraidofopeningtheirmouthstospeakEnglish.StudentsdonotknowhowtouseEnglishinrealcommunication.WecanuseTask-BasedLanguageTeachingtosolvetheseproblemseffectively.Igivemysolutionsinthepaper.
Keywords:
spokenEnglishteaching,middleschool,Task-BasedLanguageTeaching(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
Contents
Chapter1Introduction………………………………………………………1
Chapter2LiteratureReview…………………………………………………2
2.1DefinitionofTBLT………………………………………………………2
2.2DefinitionofTask………………………………………………………2
2.3Theory……………………………………………………………………3
2.3.1.Theoryoflanguage…………………………………………………3
2.3.2.Theoryoflearning…………………………………………………3
Chapter3Problems
3.1StudentslackconfidenceinspokenEnglish……………………………4
3.2ItisdifficultforstudentstouseEnglishinrealcommunication…………4
Chapter4Solutions
4.1GivestudentsmoreopportunitiestospeakEnglish……………………5
4.2Combinetaskswithreal-worldneedsoflearners………………………5
Chapter5Conclusion………………………………………………………6
Bibliography…………………………………………………………………8
Acknowledgments……………………………………………………………9
Chapter1Introduction
Withthedeepeningofreformandopeningup,globalcommunicationisbecomingmoreandmorefrequent.Languageisthetoolforpeopletocommunicate.Astheworld’smostintensivelyusedlanguage,Englishisshowingitsvitalimportance.InthenewlyissuedNationalEnglishCurriculumStandard,itpointsoutthatstudentsshouldmasterfourbasiclanguageskills-listening,speaking,reading,andwriting.ItalsoemphasizesteachersshouldcreatemoreopportunitiesforthestudentstopracticespokenEnglish.However,inthebackgroundofexam-orientededucation,manyteachersonlyfocusonreadingandwritingandneglectlisteningandspeaking.MostofstudentslackmotivationandconfidenceinspokenEnglishlearning.Theyspendmuchoftheirtimelearninggrammarpointsandvocabularyinordertogethighscoresinadmissiontests.AfterlearningEnglishformanyyears,studentsstillcannotcommunicatewithotherscorrectly,fluentlyinEnglish.
Task-basedlanguageTeachingisanadvancedandefficientmethodofteachingspokenEnglish.Itreferstoanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.Ithasbeenoneofthemosteffectivelanguageteachingmethodssince1980s.Thekeyofthisapproachis“learningbydoing”.Itadvocatesthatlearnersshouldenjoytheprocess.Comparedwithtraditionalteachingmethods,Task-BasedLanguageTeachinghasmanyadvantages.Tasksandachievementcanimprovestudentsmotivationandthereforepromotelearning.Inordertoaccomplishdifferentkindsoftasksdesignedbyteachers,studentshavetoopentheirmouthsanduseauthenticEnglish.Throughthisapproach,students’applicationabilityofspokenEnglishcanbeimproved.
Inthispaper,IputforwardsomesuggestionstosolvetheproblemsinspokenEnglishteachingthroughTask-basedlanguageTeaching.Hopefully,studentscouldbenefitfromTask-basedlanguageTeaching.
Chapter2LiteratureReview
2.1DefinitionofTBLT
Task-BasedLanguageTeachingreferstoanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.
Task-BasedLanguageTeachingisanewteachingmethodbasedonCommunicativeLanguageTeaching.Thismethodwasproposedbysomeresearchersinsecondlanguageacquisitioninthe1980s.TBLTdrawsonseveralprinciplesthatformedpartofcommunicativelanguageteachingmovement.Forexamples,activitiesthatinvolverealcommunicationareessentialforlanguagelearning;activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning;languagethatismeaningfultothelearnersupportsthelearningprocess.
Thekeyofthisapproachis“learningbydoing”.Languagelearningisbelievedtodependonimmersingstudentsnotmerelyin“comprehensibleinput”,whichmeansthatinputcannotbetoodifficult,butintasksthatrequirethemtonegotiatemeaningandengageinnaturalisticandmeaningfulcommunication.
2.2DefinitionofTask
DefinitionsoftaskvaryinTask-BasedLanguageTeaching.However,thereisacommonsensicalunderstandingthattaskinlanguageteachingisanactivityorgoalthatiscarriedoutusinglanguage,suchasreadingasetofinstructions,makingatelephonecall,findingasolutiontoapuzzle,assemblingatoy,writingaletterandgivingdirections.
Taskisdifferentfrompractice.Itisgenerallybelievedthattaskisrelatedtorealcommunicationinourdailylife.Whenlearnersdoatask,theirattentionisprincipallyfocusedonmeaningratherthanform.Taskgenerallybearssomeresemblancetoreal-lifelanguageuse.However,practiceisdesignedtohelplearnersunderstandandconsolidatelanguageknowledge.
2.3Theory
TBLTismotivatedprimarilybyatheoryoflearningratherthanatheoryoflanguage.
2.3.1.Theoryoflanguage
However,severalassumptionsaboutthenatureoflanguagecanbesaidtounderliecurrentapproachestoTBLT.Theseare:
Firstly,languageisprimarilyameansofmakingmeaning.Incommonwithotherrealizationofcommunicativelanguageteaching,TBLTemphasizedthecentralroleofmeaninginlanguageuse.Secondly,task-basedinstructionisnotlinkedtoasinglemodeloflanguage.Advocatesoftask-basedinstructiondrawonstructure,functional,andinteractionalmodelsoflanguage.Thirdly,lexicalunitsarecentralinlanguageuseandlanguagelearning.Inrecentyears,vocabularyhasbeenconsideredtoplayanimportantroleinsecondlanguagelearning.Vocabularyhereincludeslexicalphrases,sentencestems,collocations,andnotonlywords.Fourthly,“conversation”isthecentralfocusoflanguageandthekeystoneoflanguageacquisition.ThemajorityoftasksareproposedwithinTBLTinvolveconversation.
2.3.2Theoryoflearning
ThereareseveralgeneralassumptionsaboutthenatureoflanguagelearningunderlyingTask-BasedLanguageTeaching:
Firstly,tasksprovideboththeinputandoutputprocessingnecessaryforlanguageacquisition.Tasksarebelievedtofosterprocessesofnegotiation,modification,rephrasing,andexperimentationthatareattheheartofsecondlanguagelearning.TBLTproposesthatthetaskisthepivotpointforstimulationofinput-outputpractice,negotiationofmeaning,andtransactionallyfocusedconversation.Secondly,tasksandachievementcanimprovelearnermotivationandpromotelearning.Becausetheyrequirethelearnerstouseauthenticlanguageandtheyencourageavarietyofcommunicationstyles.Thirdly,learningdifficultycanbenegotiatedandfinetunedforparticularpedagogicalpurposes.Ifthetaskistoodifficult,fluencymaydevelopattheexpenseofaccuracy.Sotaskscanbedesignedalongaclinedifficultysothatlearnerscanworkontasksthatenablethemtodevelopbothfluencyandanawarenessoflanguageform.
Chapter3Problems
WiththeimplementationoftheEnglishCurriculumStandards,someprogresshasbeenmadeinmiddleschoolEnglishteaching.However,therearestillsomeproblemsofspokenEnglishteachingremainingtobesolved.
3.1StudentsLackConfidenceinSpokenEnglish
Inourcountry,admissionexaminationsdon’tassessthelevelofspokenEnglish.Thus,mostofmiddleschoolEnglishteachersemphasizevocabularyandgrammarandneglectlisteningandspeakinginordertoletstudentsgethigherscoresinadmissiontests.Inclass,teacherstalkalotandveryafewstudentshaveopportunitytoexpresswhattheywanttosayinEnglish.MostofstudentskeepsilenceduringclassandafterclasstheyneverspeakEnglish.Studentsonlypayattentiontoexaminationcontent.TheyspendmuchoftheirtimelearningvocabularyandgrammarandignorespokenEnglish.Theydon'thaveastrongmotivationofspokenEnglishlearning.
Undertheteachingandlearningmode,mostofstudentslackconfidenceandfeelanxiouswhentheyspeakEnglish.Sometimes,studentshavenothingtosayaboutthetopics.Sometimes,eventhoughstudentshaveideas,theyworryaboutmakingmistakes.TheyarenotboldenoughtoopentheirmouthsandtrytocommunicatewithothersinEnglish.Thelackofself-confidencepervasivelyobstructstheprocessofspokenEnglishlearning.
3.2ItisdifficultforstudentstouseEnglishinrealcommunication
MostofmiddleschoolEnglishteachersusetraditionalteachingmethodswhichusuallyobeysthepresentation-practice-productionmode.Engli
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