语言学论文琳

外国语学院

英语语言学学期论文

2011 至 2012学年度第2学期

题目:任务型教学法在初中教学中

的运用研究

姓名: 陈琳琳

年级：2009语言文学本1班

学号：0401090129

2012年6月4号

Research on Appliance of T ask-Based Approach in Junior High School Language T eaching Abstract:Task-based approach is focused on increasing the language application and communicative competence of the students on the basis of language meaning. Its success relies mainly on its feasibility, its necessity, its designed tasks as well as its teaching principles to be followed in the junior high school English teaching.

Key words: task-based approach, Junior high school English teaching, language knowledge, language competence

With the reform of new curriculum, it is very necessary and important to apply Task-based Language Teaching into the class. This thesis mainly focus on the analysis of the definition, feasibility and necessary, principles and the case design of task-based language teaching to help the teacher to apply the teaching method.

1 The Comprehension of T ask-Based Language T eaching

1.1 The Definition of a T ask

A task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.( Prabhu 1987:24)

Some scholars believe that a task has four main components: a purpose, a context, a process and a product(Brownell1994:40). In writer's opinion, tasks are some activities which the things people do in everyday life, at work, at play, and in between.

1.2 How to Design the T ask

By now we have discussed the definitions of a task, then we will focus on designing the task.Breen(1987:25)suggests that teachers need to address four sets of questions when designing tasks:

(1)What is the objectives of the task?

(2)What is the content of the task?

(3)How is the task to be carried out?

(4) In what situation is the task to be carried out?

With the answers to the above questions in mind, we will give some specific steps in designing tasks. There are basically five steps:

Step 1 Think about the students' needs, interests, and abilities. What are the needs, interests, and abilities of the students? What kind of things do they like to do?

Step 2 Brainstorm possible tasks. Brainstorms a list of communicative tasks for the topics listed in your textbooks that students may be interested in doing. Bear in mind that a task should have a communicative purpose and should be goal-oriented.

Step 3 Evaluate the list. After you have brainstormed the possible tasks, you can use the following criteria to evaluate them. Educational value; Appropriateness to the students' needs, interests, and abilities; Availability of suitable resources; Time available.

Step 4 Choose the language items. It needs two stages to analyse the language items required by the tasks. Firstly, Considering the level of linguistic difficulty in order to decided whether to accept, reject or modify a task that you originally planned. Secondly, when you have drawn up your final list of tasks. Y ou need to work out the possible language knowledge and skills needed to accomplish the task. If necessary, some exercise-tasks or pre-task language practice may be design to prepare students linguistically for the task.

Step 5 Preparing materials. The students need to carry out the tasks in following with the materials.

1.3 The Definition of T ask-Based Language Teaching

Task-Based Language Teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life.

2 Feasibility and Necessary of T ask-Based Approach

2.1 Feasibility

Task-Based Approach emphasis the way of communication to learn how to communicate with others. Because the junior high school student have learned basic