中职英语任务型教学应用研究(预答辩)The-Study-of-Application-of-Task-based-Teaching-in-Secondary-Voc.doc

中职英语任务型教学应用研究The Study of Applicationof Task-based Teaching in Secondary Vocational School EnglishTeaching摘要经济全球化的发展形势将具有最大使用范围的英语推向更高的地位，而英语教学也愈加受到人们的关注，国内外学者纷纷投入对英语教学的研究。而目前备受国内外推崇的英语任务型教学模式，是语言学、语言教学和教育心理学等相关学科综合的先进研究成果。任务型教学模式的理念为“做中学”和“学中做”，以“任务”的形式，帮助学生从语言的理论掌握到具体实践运用。中职学校，其教学强调学习内容的实用性，因此将英语任务型教学模式引进中职学校教学中，具有较强的应用价值。本文通过阐述中职教学发展现状和英语任务型教学在中职学校运用的意义的分析，引出中职英语任务型教学研究的主题。在简要介绍任务、任务型教学、任务型教学模式的基本概念和任务型教学的国内外研究综述的基础上，采用文献综述法、问卷调查法、行为研究法和比较分析法进行研究。以山东省某一中职学校为研究案例地，选择两个班级作为实验班和对照班，通过问卷调查和实地访谈，对任务型教学法在中职学校英语教学的研究效果进行调查和分析。针对任务型教学方法在教学应用中利大于弊的研究结果，从教育者和教师的角度，提出任务型教学模式在中职英语教学中使用的建议。此外，本文在调查时间、调查范围、调查设计上仍存在些许不足本文主要有六个部分。第一部分，引入。介绍文章的研究背景、研究意义和研究方法；第二部分，文献综述。对任务型教学国内外研究进行了综述；第三部分，相关概念，从任务、任务型教学模式及任务型教学的价值，阐明任务型教学的含义；第四部分，研究设计、调查与分析。通过研究调查，得出任务型教学模式在中职英语教学中具有重要的意义。第五部分，建议。针对研究结果和中职学校英语教学的特点，从授课者的角度出发，提出任务型教学模式使用的建议。第六部分，结论。主要阐述研究结果和研究的不足。关键词: 任务型教学；英语教学；中职学校AbstractWith the further development of economic globalization, more and more researchers are nowadays focusing on English teaching. Under such a circumstance, the domestic and foreign scholars began to pay more attention to the study of English teaching. At present, the domestic and foreign educators lay much stress on the importance of task-based English teaching which is a teaching approach developed with the combination of linguistics, language teaching and educational psychology and other related disciplines. The very central idea of the task-based teaching mode is learning by doing and doing by learning, taking task as the form to help students put linguistic theories into practice. In vocational schools, since the emphasis of English teaching is often laid on its practicability, the introduction of task-based English teaching mode into English classroom teaching in vocational schools may be of great value. By analyzing the status quo of educational development and the significance of applying the task-based English teaching in secondary vocational schools, we find it quite necessary to introduce the task-based approach of teaching English in vocational schools. The present research is conducted by adopting the documentary method, questionnaire survey, action research method and contrastive analysis approach. By taking Yantai Engineering and Technology College in Shandong province as a case study, we choose two classes , one is set as the experimental class, while the other is set as the control class. In the process of conducting the research, we would apply the task-based approach of teaching English in the experimental class, and carry out the questionnaire survey and interviews at the end of the research to examine and analyze the results. Based on the results of the advantages outweigh the disadvantages of the task-based teaching method in the teaching application, and from the perspective of educators and teachers, we put forward the suggestions to adopt the task-based teaching mode in vVocational college English teaching. In addition, there exists some problems about the investigation time, the scope of investigation, the investigation design in this paper. This thesis mainly has six parts. The first part is introduction in which the research background, research significance and research methods are briefly stated. The second part is literature review, which provides a critical overview of the researches on the task-based teaching both at home and abroad. The third part is Theoretical Base in which the related concepts, such as task, the task-based teaching model and the value of the task-based teaching, are defined and explained. The fourth part is Research Methodology and Analysis which concludes that the task-based teaching mode is of great significance in the vocational English teaching. The fifth part is Suggestions. Based on the research results and the characteristics of English teaching in vocational schools, we put forward the suggestions for the application of the task-based teaching mode from the perspective of teachers. The sixth part is the Conclusion which summarizes the research findings and points out the weaknesses existing in the present research.Key words: the task-based teaching; English teaching; the secondary vocational schoolContents摘要2Abstract3Chapter One Introduction61.1 Background of the Study61.2 The Purpose and Significance of the Study7Chapter Two Literature Review92.1 Foreign Research on Task-based Teaching92.2 Domestic Research on Task-based Teaching102.3 Definitions, Characteristics and Classification of task132.3.1 Definitions of Task132.3.2 Characteristics of Task152.3.3 Classification of Task172.4 The Task-based Teaching Model192.4.1 Representative Views192.4.2 The Implementation Process212.5 Theoretical Basis232.5.1 Constructivism Theory232.5.2 Theory of Language Acquisition252.5.3 Theory of Psychological Linguistics262.6 Advantages of Applying Task-based Teaching in English Teaching in Secondary Vocational Schools262.6.1 Fostering Independent Learning Ability272.6.2 Taking the Students as the Center282.6.3 Strengthening Practice282.6.4 Reflecting Differences29Chapter Three Research Methodology313.1 Research Goals313.2 Research Subjects313.3 Research Instruments323.3.1 Literature Review323.3.2 Questionnaires333.3.3 Action Research Method333.3.4 Comparative Analysis34Chapter Four Research Results and Analysis364.1 Analysis of Teachers364.2 Analysis of Students384.3 Further Analysis39Chapter Five Suggestions445.1 Dealing with the Relationship Dialectically445.2 Grasping the Guiding Ideology445.3 Fully Applying Developmental Teaching Strategy465.4 Paying Attention to Reconstruction of Knowledge Structure485.5 Focusing on Reforming the Evaluation485.6 Seeking the Support Actively495.7 Creating Language Application Environment505.8 Carrying Out the Research50Chapter Six Conclusions526.1 Pedagogical Implications526.2 Limitations of This Research54Reference56Appendix60Appendix 1：60Appendix 2：62Appendix 3：64Chapter One Introduction1.1 Background of the StudyWith the further development of reform and opening up, more and more technical talents were transported to overseas to learn new knowledge. And Chinese secondary vocational education has been supported by the country as well. The Decision of the Central Committee of the Communist Party of Chinese State Council on Deepening Education Reform and Comprehensively Promoting Quality Education in 1999 pointed out that we should build the educational system that may adapt itself to the socialist market economic system and the inhere to the law of education. One of the focuses is to vigorously develop secondary vocational education” as The Decision further pointing out. In recent years, the secondary vocational education in China has made remarkable progress. With the advent of the 21st century, especially since Chinas entry into the WTO, it means that China will enter a new era of the economic globalization and knowledge-based economy, the external communication becomes more and more widely. Mastering the international language will become basic skills for the contemporary young students including the vocational students. In order to catch up with the trend of social development, it is imperative to explore some new English teaching models.In recent years, English teaching in China has gained great progress, due to the various reasons, however , there still exists the prominent problem in English teaching such as think highly of knowledge, but despise ability. Teachers give the first place to explain the knowledge of vocabulary and grammar, the amount of language input is too small. There exists the common problem in secondary vocational schools that is single teaching mode and method. Nowadays, many teachers still follow the traditional teaching mode, and teachers lecture time take account of 70% or even 90% in one class, so the opportunities for students to participate in classroom activities to express their views are limited, and students blindly rely on the teaching materials and teachers without thinking seriously. This teaching method is hard to develop students comprehensive abilities in listening, speaking, reading and writing, and it is also difficult to cultivate students abilities of thinking, analyzing and solving problem. Many students has learned English for a few years, but they did not dare to speak and talk with others in English after graduation. Those students cultivated in this way can not meet the need of the international communication. It hampers seriously the foreign language teaching to move forward.On the one hand, at present, many teachers still follow the traditional mode to teach for a long time, on the other hand, there exists complexity in the secondary vocational school and the uneven entrance exam scores. Those factors caused secondary vocational English teaching being time-consuming and inefficient, at the same time, the overall qualities are not high. Therefore, how to improve teaching efficiency and the English level of the various students in secondary vocational school has become a subject for most of the English teachers in secondary vocational schools.1.2 The Purpose and Significance of the StudyAccording to many language educators point of view, the basic characteristic of the task-based teaching model is that it emphasizes on helping language learners to learn and use language positively. Whether the real tasks or educational tasks, it can always enable language learners to have a strong language learning motivation, so that they can become autonomous learners. General speaking, the task-based teaching mode is a method to use language to do things, solve problems, and complete tasks. Obviously, it also has effect on training the students abilities. Definitely, the task-based teaching does have many advantages. However, there still exist problems in teaching process, such as how to design the tasks in classroom teaching, how to carry out the task, which occupied too much time, whether make the similar effects for the different teaching object plague us, especially the effect of the task-based teaching in the classroom practice is not very clear. From 2009 to 2010, the national projects research center in the foreign language education pointed out that the task-based teaching method is one of the projects. One of the declared national projects in 2008 in Shenzhen is Application of the Task-based Learning Teaching in Reading. To some degree, the practical research on the task-based teaching model is just unfolding. But whether some studies should be carried on or carried out, it depends on the possibility of application in compulsory education and high school education. Therefore, it is very important to apply the task-based teaching model research on the application of vocational English teaching. Through the research and exploration in the development situation of the task-based teaching in vocational English school is taken into consideration, it is still a long way to use the task-based learning teaching to enrich the teaching of English in secondary vocational school and improve the quality of English learning, to explore the practical teaching method of the task-based learning teaching in vocational English teaching. 1.3 StructureofthethesisThis thesis mainly has six parts. The first part is introduction in which the research background, research significance and research methods are briefly stated. The second part is literature review, which provides a critical overview of the researches on the task-based teaching both at home and abroad. The third part is Theoretical Base in which the related concepts, such as task, the task-based teaching model and the value of the task-based teaching, are defined and explained. The fourth part is Research Methodology and Analysis which concludes that the task-based teaching mode is of great significance in the vocational English teaching. The fifth part is Suggestions. Based on the research results and the characteristics of English teaching in vocational schools, we put forward the suggestions for the application of the task-based teaching mode from the perspective of teachers. The sixth part is the Conclusion which summarizes the research findings and points out the weaknesses existing in the present research.Chapter Two Literature Review2.1 Foreign Research on Task-based Teaching Foreign researches on the task-based teaching model firstly began in 1980s and then developed by the British Indian linguist Prabhu who made a communication experiment. Later on, many linguists did some related researches on the task-based teaching as well.Some representatives have made outstanding contribution to the task-based teaching, such as Prabhu, Nunan, Long, Willis and Skehan.From 1979 to 1983, the British Indian linguist Prabhu in Bagalore did an experiment about regarding English as a second language communication teaching reform (Bagalore project). He divided the learning objectives into different types of tasks, and let the students learn English by fulfilling tasks. This experiment was considered as the first attempt of the task-based teaching. Since then, some experts began to formulate the task-based language teaching syllabus. For example, J. Yalden formulated the task-based teaching syllabus for Overseas Affairs Department of the Canadian government, and recorded the detailed introduction into Principles of Course design for Language Teaching in 1987. The task-based teaching model officially formed in 1989. Designing Tasks for the Communicative Classroom D. Nunan has published expounds the basic theory of the task-based teaching method and the mode of designing the classroom communication tasks. He thought that the the framework of analyzing the communicative tasks should include: goals, input, activities, roles of teachers, learning roles and situation”. This mode reflected foreign language learning center shifting from form to meaning, language to culture, knowledge to emotion, focusing on how to teach to how to learn, and the partial teaching to the overall teaching. It is of great importance to Chinese foreign language learning.Long (1985) believed that the task was a specific job or activity. Before analyzing the teaching tasks, researchers have put great emphasis on the importance of the demand analysis for tasks should be closely related to the daily life. In order to formulate the proper teaching tasks, it is necessary to know what tasks the students in real life will encounter.Wi11is (1996) put forward five principles in the implementation of the tasks that should be followed. The five principles include to contact the meaningful and practical language, to use the language, the task encouraging students to use the language, to focus on the