高中英语语法教学论文

2012-2013学年第二学期研究生课程考核（读书报告、研究报告）Task-Based Language Teaching Approach in English Grammar ofshanglou middle schoolContent摘要AbstractChapter Ⅰ Introduction (4)1.1Task-Based Language Teaching (4)1.1.1Origin & Development of TBLT (4)1.1.2Characters and Advantages of TBLT (4)Chapter ⅡLiterature Review TBLT Approach in English Grammar Teaching (6)2.1 Principles Adhered to by TBLT (6)2.1.1 Principle of Interaction (6)2.1.2 Principle of Authentic Texts (7)2.1.3 Principle of Process (7)2.2 Advantages of TBLT (7)2.2.1 Classroom Design of TBLT (8)2.2.2 Teaching Mode of TBLT (9)2.3 English Grammar Teaching (11)2.3.1 Definition of Grammar (12)2.3.2 Definition of Grammar Teaching (12)2.3.3 Development of Grammar Teaching (13)Chapter Ⅲ EGT of Middle Schools in Counties of Shangluo Areas 3.1 EGT in High Schools of Counties of Shangluo Area (14)3.1.1 Grammar Teaching Notion of Teachers (15)3.1.2 Teaching Mode in High Schools of Counties of Shangluo Area (15)3.1.3Grammar Sequencing of the Teaching Textbook (15)3.2 EGT in High Schools of Counties of Shangluo Area (16)3.2.1 Grammar Teaching Notion of Teachers (16)3.2.2 Teaching Mode in High Schools of Counties of Shangluo Area (18)3.2.3 Grammar Sequencing of the Teaching Textbook (18)ChapterⅣEmpirical Study (19)4.1 Experimental Outline (19)4.1.1 Purposes (19)4.1.2 Participants (19)4.1.3 Time Constraint (20)4.2 Experimental Process (20)4.2.1 Summative Assessment (20)4.2.2 Implementation Process of Task-Based Grammar Teaching (20)4.2.3 Formative Assessment (21)4.3 Teaching Case of Task-Based Grammar Teaching (22)4.4 Data Collection & Analysis (22)ChapterⅤConclusion & Suggestions (23)5.1 Limitations & Suggestions (23)5.1.1 Limitations (23)5.1.2 Suggestions (23)摘要中国学生一天中绝大部分时间都处于中文背景下，所以对于他们而言，英语语法的学习之于英语学习至关重要。

在本文中作者试图初步探索任务型教学法在商洛地区县城高中英语语法教学中的应用。

作者希望调查商洛地区县城高中英语语法教学现状，验证任务型语言教学方法在语法中的教学效果，以为商洛地区高中英语语法教学提供相关建议及参考。

本文由五章组成。

在引言部分作者阐明了此研究的重要性。

在第一章作者对任务型教学法做了简单地介绍。

在第二章作者进行了文献回顾，介绍任务型教学法及英语语法教学的国内外研究现状。

第三章作者对商洛地区县城高中的英语语法教学现状进行了分析，阐述了商洛地区英语语法教学模式及英语语法教学中存在的问题等。

第四章将具体介绍在商洛地区县城中学进行的英语语法教学实验。

在进行实验之前，在实验班和控制班让学生先进行一个英语语法的测试，即前测。

测验证明两班学生语法水平没有显著差异之后，在两个班进行语法教学实验。

在实验班应用任务型方法进行语法教学，而在控制班应用传统的3p教学方法。

实验结束后，对两班学生进行后测，并应用SPSS软件对得到的实验数据进行分析，以期得到符合作者研究假设的研究结论。

也就是说，实验试图验证应用任务型教学法进行语法教学对于学生语法及整体语言水平的提高更加有效，而且任务型语法教学有助于激发学生学习英语语法的兴趣，这样的话他们在英语语法课堂会更加活跃，英语学习兴趣也会更加浓厚。

第四章将阐明研究结论、研究上的不足，并为进一步的研究提供些许建议。

通过问卷调查商洛地区县城中学英语语法教学中存在的问题，并进行教学实验，作者试图为该地区县城中学英语语法教学提供些许建议和参考。

尽管这样，英语语法教学中仍然有很多问题亟待解决。

所以作者希望和有意向进行相关研究的人员进行交流。

关键词：任务型教学，高中英语语法教学，商洛地区县城高中AbstractAs for the Chinese students who are under Chinese background at most time of their daily life, English grammar learning attaches great importance to their leaning of English. In this thesis the author tries to have a preliminary research on the application of task-based language approach in English grammar teaching in High Schools of counties of Shangluo area. It is the author’s wish to study the current conditions of English grammar teaching in High Schools of counties of Shangluo are and to testify the effects of task-based language approach into English grammar teaching so that suggestions and references can be provided for English grammar teaching in High Schools of counties of Shangluo area.This thesis is constituted by four chapters together with an introduction. In the introduction part the author shows the significance of this research. In chapter one the author will have a literature review and will introduce some related information of task-based language teaching approach and English grammar teaching. In chapter two the current situation of English grammar teaching in High Schools of counties of Shangluo area is to be analyzed, in which teaching mode as well as problems and issues are presented. In chapter three the teaching experiment of task-based language teaching approach in English grammar teaching in High Schools of counties of Shangluo area is to be introduced in details. The students in both the experimental and the control class are given a pre-test concerning English grammar before the experiment. After that the author will make an experiment in the two classes, in which the students are almost at the same level in their English proficiency, with task-based language teaching approach and traditional 3ps approach respectively to teach grammar. Then the author will give a post-test to students in both classes. After making statistics analysis with SPSS software the author tries to get experiment results which go with her research hypotheses. That is to say, the experiment tries to testify that task-based grammar teaching approach is more effective to help the students to improve their grammar and overall language proficiency and it helps to activate the enthusiasm of students in English grammar learning so that they become more active in the English grammar class and their interest in learning English will also be enhanced. In chapter four the author will present the research conclusions, research limitations and will provide some suggestions for further research.The author provides suggestions and references for the English grammar teaching in High Schools of counties of Shangluo area after making questionnaire investigations and teaching experiment and presenting problems existing in the English grammar teaching in High Schools of this area. It is the author’s contribution.Although the author has done this, there are still some problems existing in the English grammar teaching in this area to be solved. It is the author’s wish to exchange with others and make further research.Key words: task-based approach; English grammar teaching in High Schools; High Schools of counties of Shangluo areaChapter Ⅰ Introduction1.1Task-Based Language Teaching1.1.1Origin & Development of TBLTTeaching Project proposed by N. S. Prabhu in India. In his teaching experiment, N. S. Prabhu put forward many types of tasks and designed learning content to be a serial of communicative tasks so that the students fulfill the learning by fulfilling these tasks. The Bangalore Communicational Teaching Project drew the attention of language teaching field. And in the late of 1980s, more and more language teaching experts and scholars made profound research on it, and then TBLT approach came into being gradually and became more and more popular in the field of second and foreign language teaching. TBLT approach required that the students should fulfill specific learning tasks by using the target language. It emphasized the active participation of the students and the process of communication as well as the functions of the language. Also it attached great importance to the development of learning strategies of students so that in the course of learning students’ creative spirit and language application ability will be enhanced.1.1.2Characters and Advantages of TBLT1.1.2.1Definition and Characters of “Task”The term “task” has been given various kinds of definition by experts and scholars all around the world. But as for “task” in the language teaching, it usually refers to the activities which derive from the activities in the real world and have the gist of forming language value. There are several definitions given by world-famous linguistics and educators.(a)An activity which required learners to arrive at an outcome form giveninformation through some process of thought and which allowed teachers to control and regula te that process was regarded as a “task”. (Prabhu, 1987.)(b)In general, I too will consider the communicative task as a piece of classroomwork which involves learners in comprehending, manipulating, producing or integrating in the target language while their attention is principally focused on meaning rather than form. The task should also have a sense of completeness,being able to stand alone as a communicative act in its own right. (David Nunan, 1989.)(c)Tasks are always activities where target language is used by the learner for acommunicative purpose in order to achieve an outcome. (Jane Willis, 1996.) (d)…. any structural language learning endeavor which has a particular objective,appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task. (Breen, 1987.)The so-called “task”, simply speaking, refers to “doing something”. In the process of “doing something”, the learners are active and full of enthusiasm. In order to accomplish tasks, the learners should make use of language and non-language source to build something meaningful. The process of accomplishing tasks enables the learners to use the target language freely and naturally since a supportive environment which is beneficial for language learning and internalization has been set up. Although definitions given by linguistics and educators are not the same as each other, the tasks, as activities in language teaching class at least should the following characters: (a) the tasks should center on meaning and should avoid practices of some meaningless language forms; (b) the tasks should focus on solving a communicative problem and this communicative problem should be closely related to the real world and it should be specific, be in close touch with life, learning experience, social reality so that the learners’ interest and resonance will be aroused and their longing and willingness for participation will be activated; (c) the design and implementation of the tasks should first take the solving of communicative problems into consideration, and the results of fulfilling the tasks signifies the accomplishment of the learners.1.1.2.2Characters of TBLTTask-based language teaching refers to an approach through which language teaching is planed and organized by setting task as the key unit. Its advocators (such as Willis, 1996.) hold that TBLT is the logical development of the communicative language teaching because TBLT shares many principles with communicative language teaching. For example, authentic communicative activities are crucial for the enhancement of language learning; language, if it is used to fulfill or implementmeaningful tasks, it will promote the learning of the learners; discourse which is meaningful for the students will help to support the process of implementing the tasks.According to Nunan, the characters of task-based language teaching include: (a) an emphasis on learning to communicate through interaction in the target language; (b) the introduction of authentic texts into the learning situation; (c) the provision of opportunities for learners to focus, not only on language, but also on the learning process itself; (d) an enhancement of the learner’s own person experiences as important contributing elements to classroom learning; (e) an attempt to link classroom language learning with activation outside the classroom.Through analyzing the characters of task-based language teaching given by Nunan, we can generalize the principles that task-based language teaching should adhere to, namely the principle of interaction, the principle of authentic texts, the principle of process, the principle of using the learner’s own personal experiences to promote classroom learning, the principle of linking classroom language learning with activation outside the classroom.Chapter ⅡLiterature Review TBLT Approach in English Grammar Teaching2.1Principles Adhered to by TBLT2.1.1Principle of InteractionThe ultimate goal of learning a language is to learn to communicate with the very language. And interaction is the core of communication. According to Brown, interaction means everything to communication. After studying language teaching for several decades, he found that interaction itself is the most effective way to learn to communicate. Interaction here refers to the exchange of thinking, emotion and thoughts between or among learners and it will bring benefits to both or all of them. In order to reach the goal of communication, learners would focus on the expression of meaning and on the understanding of information rather than language grammar or other language forms. The interaction process of language would create many chances for learners to have information input and language input. Since understanding and expression supplement and complement each other, interaction pays close attention to both the input and output.2.1.2Principle of Authentic TextsLanguages are the carriers of culture. To some extent, learning a language is to learn the culture of it. Therefore, in the process of teaching a foreign language, the cultivation of cultural awareness is particularly emphasized. And to import authentic texts into language teaching can not only get learners to contact the culture of the target language but also help them to use the newly learnt language and to participate into the meaningful communication rather than only show off their grammar or vocabulary. So generally speaking, on the one hand the texts and materials have to be authentic, and on the other hand the designers of the tasks have to provide learners clear and authentic language information so that they can feel and comprehend the language when they are under the natural, authentic or simulative context. The design of the tasks has to integrate the actual community and social life of the learners.2.1.3 Principle of ProcessTBLT derived from the task-based syllabuses put forward by foreign language education communities, which proposed that “What is to be learnt” should be changed into “How is it to be learnt”. So to experience the learning process is one of the purposes of TBLT. In some cases, learning process rather than learning content comes first. In addition, communication itself is a process. And the obtaining of communicative competence is also a process, which is based on the premise that the learners have had knowledge and skills of every aspect. However, whether the knowledge and skills can be developed and transferred into communicative competence largely depends on the processing competence of the learners. An emphasis has been laid on drawing the attention of the learners from the content to the learning process by TBLT, which is beneficial for the cultivation of processing competence. In the process of fulfilling tasks, learners are able to explore and generalize, find and make use of rules. And they can also feel, internalize the target language and can learn to communicate with others in the process of exchanging and consulting with others and of solving problems by using the target language. Meanwhile, the process of learning a language can also promote the learners to learn to know, learn to do and learn to cooperate.2.2Advantages of TBLTCompared with traditional language teaching approaches, TBLT approach not only takes in some strong points of other approaches, but also shows some advantages.First of all, TBLT reflects the learning notions advocated by the learning theories of humanism and constructivism, emphasizing the concepts of being human-oriented and learner-centered, respecting the subject consciousness of the learners, providing the opportunities for the active participation and internalization of the learners so that they can experience the delight of achievement and realize the self-worth to the largest limit.In addition, it coordinates and balances the conflicts between form and meaning, between developing language system and developing language communication competence, between classroom teaching and natural acquisition of the language, and between improving the language fluency together with accuracy and the complexity of the tasks existing in the traditional language teaching process. In TBLT, the conflicts stated above would be coordinated and balanced through teacher’s reasonable design of tasks and students’ successful fulfillment of tasks. When taking the teaching goals and teaching mode of TBLT into consideration, we can see that TBLT synthesizes the advantages of traditional language teaching and communicative language teaching. So theoretically speaking, TBLT is very attractive.2.2.1Classroom Design of TBLTTask-based language teaching refers to an approach through which language teaching is planed and organized by setting task as the key unit. The teacher is the designer and organizer while the learners are the executors and communicators.2.2.1.1Categories of TBLT(a)Real-world tasks & Pedagogic tasksNunan divided tasks into real-world tasks and pedagogic tasks. Real-world tasks refer to tasks which are similar to or approaching the things people do in real life. And pedagogic tasks refer to things that may not happen outside the classroom. Nearly all of the tasks of actual classroom teaching bear the characters of both real-world tasks and pedagogic tasks. That is to say, most of the tasks are the continuum of pedagogic tasks and real-world tasks. As for some tasks, theauthenticity characteristics are more prominent. As for some others, the pedagogy characteristics are more outstanding.(b) Simple tasks & Complex tasksSimple tasks usually only bear one to two steps. In the process of fulfilling simple tasks, the learners would acquire comparative monotonous information and language knowledge as well as language skills and what they have to do are simple and concrete so that they can accomplish tasks in a short time. Complex tasks bear many steps and in each step the learners have to do something. To fulfill complex tasks, usually the learners have to work in groups and sometimes they have to share the work and help one another. When they fulfill complex tasks, the learners have to analyze and handle all kinds of information. In this process, a variety of language knowledge and language skills will be involved. Then it will take them a long time to fulfill the tasks.(b)Other categories of tasks of TBLTPica, Kanagy and Falodun divided tasks into five categories, namely, jigsaw tasks, information-gap tasks, problem-solving tasks, decision-making tasks and opinion exchange tasks.2.2.2Teaching Mode of TBLTAccording to Wei Yonghong, the research on the teaching mode of TBLT made by Willis is very typical of its type, which fully manifested the notion of TBLT. (Wei Yonghong, 2004:129) The teaching mode proposed by Willis was based on practice so that it is manipulable. She had made a great effort to explore how to deal with the relationship between accuracy and fluency, which is an unavoidable problem of language teaching. As for the key problems of TBLT, Willis had delivered her own opinions: (a) Input; input lays the foundation for language teaching. In the process of language teaching, the teacher should provide enriched, authentic language materials so that the learners can be exposed to materials which are integrated, dynamic under a certain context and come from the real-world life, and they would get true feelings about the target language. (b) Output; through language output, opportunities for the real application of language should be provided to the learners. When they are under different circumstances of tasks, learners should try their best to express themselves, which is also a process for them to try, to testify hypotheses, to revise hypotheses andto promote the development of interlanguage. In this process, the consultation and positive cooperation between group members and between the teacher and learners would help learners to enhance their confidence about themselves. (c) Tasks; input and output are centered on tasks since tasks themselves would create a natural environment for language exposure and language application. Tasks, which become the bond between every two teaching links and between the teacher and learners, penetrate the entire process of the teaching. The activities of listening, speaking, reading and writing driven by the fulfillment of tasks are meaningful and purposeful.(d) Accuracy and fluency; the two aspects of language application----accuracy and fluency are inseparable. Therefore, they should be balanced. TBLT emphasizes the concern of meaning and the fulfillment of tasks. However, if the learners only concern about meaning and give top priority to the fulfillment of tasks, there is a danger of emphasizing fluency and neglecting accuracy. In order to avoid this kind of situation, the teacher should particularly stress the accuracy of language in certain procedures of teaching and draw the attention of the learners to the language forms. Since the concern towards language forms is for the purpose of communication and self-expression, it is still purposeful and meaningful. (e) Learners; according to the interlanguage theory, the second language learning of learners involves a process in which the learners form hypotheses by being exposed to the target language contexts, and then with further exposure they testify, modify the hypotheses and form new ones so that the interlanguage system can be reorganized and become more systematic and complex, finally these hypotheses would be transited into target language gradually. According to the study of second language acquisition, the language development of learners bears a certain sequence and it seems that it won’t be influenced or changed by teaching. The researches stated above showed that the creative thoughts and active recognition participation of learners are the most active and effective factors in the process of language learning. Therefore, it is in vain to stipulate through teaching what the learners have learnt. The purpose of teaching should be to create beneficial and favorable conditions and situations for the learners. Meanwhile, the teacher should help to improve the language consciousness of learners so that they can observe, analyze and reflect the language, which would help them to attain the systematization of language and to enhance their ability of observing and analyzing problems. Then they have learnt not only the language, but also the way to learn. (f) Teacher; the teacher should not play the role to stipulate what the learners have learntor to explain the language. He/she should be the organizer of the classroom teaching, the provider of tasks, the facilitator of study and the creator of learning environment.Willis also proposed an implementing outline (Willis 1996:52-53). As for her, this outline aimed at creating a substantial environment for language learning with the goals to improve the language consciousness of learners and to realize the fluency and accuracy of language application. According to this outline, the teaching procedures included three phases, namely pre-task, the task cycle and language focus. And language focus was at the last phase of the outline and the communication tasks were at the centre of it. In the phase of pre-task, topic and tasks had to be introduced. In this phase, beneficial input including information concerning the topic, new words and phrases could be introduced to the learners by the teacher. Through introducing the topic and tasks, the topic would be highlighted, relevant background knowledge would be activated and the cognitive processing load of learners would be reduced. The phase of the task cycle was constituted by task, planning and report. Task, which emphasized the fluency of language, could provide learners sufficient opportunities to have language expressions. Since the establishment of confidence was an emphasis of the task, the language application in the process of communication happened naturally. The fulfillment of task could help to activate the motivation of the learners. Planning made preparations for the approaching report. In the process of fulfilling the task, which the author mentioned above, the learners would emphasize the fluency and neglect the accuracy of the language, while in the process of planning, the learners inclined to focus on the accuracy of the language since they were going to make report or presentation in front of the teacher and all their classmates. The transition from focusing on fluency to accuracy was meaningful because it was out of the necessity of expression and communication. Report or presentation aimed at promoting the learners to apply formal and accurate language, which also exposed them to more oral and written language. The phase of language focus was composed of analysis and practice. Analysis aimed at helping the learners to explore the language, to cultivate their awareness of sentences structures, phrase collocations and vocabulary and to systematize the language characters they had observed. A certain amount of practice controlled by the teacher was essential since the practice enabled the teaching procedures more acceptable for the learners and it could help to summarize the class.2.3English Grammar Teaching2.3.1Definition of GrammarGrammar has been defined by scholars and experts all around the world in different ways.As for Nunan, “grammar teaches us how to make use of words; that is to say, it teaches us how to make use of them in the proper manner…to be able to choose the words which ought to be placed, we must be acquainted with certain principles and rules; and these principles and rules constitute what is called Grammar”. (Nunan, 1819.) Collins defined grammar as “the abstract system of rules in terms of which a person's mastery of his native language can be explained” in World English Dictionary.(/browse/grammar) Stern (1983) referred to grammar as “that branch of description of languages which accounts for the way in which words combine into sentences”. And Longman Dictionary of Contemporary English (Summers, D. et al, 2004) defined grammar as “the rules by which words change their forms and are combined into sentences”.Su Dingfang and Zhuang Zhixiang considered grammar a s “the general description of a language, mainly the theoretical description of construction rules, including phonology, syntax, lexicology and semantics. In a word, grammar is the language description which explains how words are organized to be sentences. ” (Su Dingfang and Zhuang Zhixiang, 1996.)2.3.2Definition of Grammar TeachingAs for Li Guanyi (1990), grammar teaching was by no means referring to teach dozens of or more grammar rules but making learners to have a comprehensive and explicit concept of the grammar system. More importantly, through practice learners had to make themselves master of grammar rules and the application of these rules so that they could easily comprehend the professional information they needed and to some degree they could convey information in spoken or written English.According to Huang Zhenyuan (2003), grammar teaching was to nurture the inner English structure of learners on the basis of teaching the grammar and was the foundation of the language application activities of the learners including listening, speaking, reading and writing. Therefore, grammar teaching was an inevitable part of English teaching.Therefore, the grammar teaching in middle schools should be like this: the teacher teaches the grammar with purpose, consciousness and systematization in line with the grammar teaching objectives and the development of learners both physically andmentally; and through grammar teaching learners are able to comprehend the grammar rules so that they can make better listening, speaking, reading and writing practices. In a word, the grammar teaching should reach the goal of nurturing the language application competence, the sensitivity towards the target language of the learners, and training their ability to generalize grammar and make self-learning.2.3.3Development of Grammar TeachingIn the history of language teaching, many linguistics and language teaching experts had delivered their opinions concerning the status and function of grammar teaching. For example, Prabhu, advocator of communicative teaching approach, held that the grammar was so complicated that it couldn’t be taught and as long as the learners had opportunities to make meaning communication at class, they could acquire grammar on their own accord. Halliday advocated learning language in use. And in 1971 he and his colleagues designed a set of language course named Language in Use, in which grammar was not taught. Also in 1970s the control theory of Krashen prevailed, which considered grammar teaching as carrying coals to Newcastle so grammar teaching nearly disappeared from the English class. However, with the development of world economy and globalization, the utilization of English was demanded day by day and the communicative function of English was paid more and more attention, which also brought the confirmation and emphasis of the function and value of grammar by some linguists. P. Balcom pinpointed the effects brought by grammar teaching to language learning: (a) grammar teaching enabled the learners to feel the rating scale of the language and facilitated the systematization of language input and the understanding of the language; (b) the learners were easier to transform the language messages they received into comprehensible language system; (c) the lear ners’ unconscious hypotheses on the target language would be confirmed or denied. Mariane Celce Murica (1991) argued that he had convincing evidence to prove that without grammar teaching the English the learners had learnt could only be poor and shoddy and it was very difficult for the learners to exceed this phase and make a great progress. (Cited from Wu Yimin, 1997) Louis Alexande pointed out that communicative language approach was to ask the learners to do something with the language and to accomplish this grammar structure was essential. Grammar could by no means be avoided and it had to be taught. Although the important teaching point should still be put on communication, information on grammar had to be provided all the time because the accuracy of the language came from grammar.。