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中职英语任务型教学应用研究

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Chapter One   Introduction

  1.1 Background of the Study  With the further development of reform and opening up, more and more technical talents have moved overseas to learn new knowledge. Meanwhile, Chinese government has  laid  much  stress  on  the  importance  of  secondary  vocational  education  as  it  is indicated in The Decision of the Central Committee of the Communist Party of Chinese State  Council  on  Deepening  Education  Reform  and  Comprehensively  Promoting Quality  Education  issued  in  1999.  The  Decision  points  out  that  we  should  “build  the educational system that may adapt itself to the socialist market economic system and the inherent  law  of  education”.  One  of  the  focuses  is  to  “vigorously  develop  secondary vocational  education”  as  is  further  pointed  out  in  The  Decision.  In  recent  years,  the secondary vocational education in China has made remarkable progress.  With  the  advent  of  the  21st  century,  especially  since  China’s  entry  into  WTO,  it signifies  that  China  will  enter  a  new  era  of  the  economic  globalization  and knowledge-based  economy.  In  such  a  circumstance,  exchanges  and  communications would become more common. Thus, mastering English language will become the basic requirement 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  remarkable  achievements, however,  there  still  exists  the  serious  problem  in  English  teaching,  such  as  much importance  being  attached  to  the  accumulation  of  knowledge,  but  ignoring  the acquisition  of  ability  to  a  larger  extent.  Teachers  usually  give  top  priority  to  the knowledge of vocabulary and grammar, which results in the small amount of language input. There also exists the common problem in secondary vocational schools that is the application of the outdated teaching mode and method. Nowadays, many teachers still follow the traditional teaching mode.  .......   1.2 Purpose and Significance of the Study  According  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.  Generally  speaking,  the  task-based  teaching mode is a method of using 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 tasks  which  would  occupy  too  much  time,  whether  similar  effects  are  produced  for different  teaching  objects  would  torment  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.  However,  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  of  the  task-based  teaching  in  vocational  schools,  it  is still a long way to use the task-based learning teaching to enrich the teaching of English in secondary vocational schools and improve the quality of English learning, to explore the practical teaching method of the task-based learning teaching in vocational English teaching.   .........   Chapter Two   Literature Review    2.1 Foreign Research on Task-based Teaching Foreign researches on the task-based teaching model firstly began in the 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  contributions  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  the  teaching  reform  of  English  as  a  second  language communication  (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 that D. Nunan  (1989)  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 that  foreign  language  learning  center  is  shifting  from  form  to  meaning,  language  to culture, knowledge to emotion, focusing on how to learn rather than how to teach, and the partial teaching to the overall teaching. It is of great importance to Chinese foreign language learning.  ........   2.2 Domestic Research on Task-based Teaching Although the  task-based  teaching  mode  has  developed  more  than  20  years  in foreign countries, researches on it began comparatively late in China. From the 1990s, researchers in China have started to undertake some related researches. Ministry  of  Education  of  China  formulated  the  national  English  Curriculum Standard in 1999, and formally implemented it in 2001. Standard clearly put forward the  idea  that  "advocates  the  task-based  teaching  method  to  train  students' comprehensive ability in language use", and that "teachers should avoid using simple teaching methods to teach language knowledge, as far as the 'task-based method' can be  used".  Since  then,  related  essays  and  works  have  appeared  constantly  in  the English teaching circles. At the very beginning, scholars mainly introduced task-based teaching mode in foreign countries. The representative figures like Xu Dong, Xia Jimi, Cheng  Kela,  Lu  Ziwen,  Gong  Yafu,  and  Luo  Shaoqian  expounded  the  theoretical basis, the teaching principle and the teaching process of the task-based teaching mode in details.  .....{代写论文就找detork.com好论文网}....   Chapter Three   Research Methodology.........29  3.1 Research Questions.........29  3.2 Research Subjects ...........29  3.3 Research Instruments ......30  Chapter Four   Research Results and Analyses .....32  4.1 Results and analyses of the Pretest .........32  4.2 Results and Analyses of the Interview....33  4.3 Results and Analyses of the Questionnaires ...........35 4.4 Results and Analyses of Class Observation....36  4.5 Results and Analyses of the Posttest.......41  Chapter Five   Conclusion........49  5.1 Major Findings........49  5.2 Limitations of the Study..........51  5.3 Suggestions for Further Study ........52    Chapter Four   Research Results and Analyses    In this part, the author describes how the data were collected and analyzed. Take the  chosen  classes  and  the  teachers  as  the  research  objects  can  ensure  the  recovery rate  of  the  questionnaires  randomly  and  also  make  the  feedback  of  the  data  being representative and the results being credible.     4.1 Results and analyses of the Pretest  In  order  to  see  whether  there  existed  a  significant  difference  between  the experimental class and the control class and make the analysis more clearly before the experiment, the experimental class and the control class should be tested at the same time. Take reference to the senior high school entrance examination. It has oral and written  parts.  Oral  part  has  a  total  of  four  questions  (10  points  each  question), including  listening  questions  (a  total  of  20  points)  and  the  written  examination questions (a total of 100 points). The written examination questions are divided into multiple choice, cloze test, reading comprehension, fill in the blanks with the words, and  written  expression.  The  test  results  were  input  to  the  computer  after  test.  Use Excel to make statistics and analysis for each part of the data (as is indicated in Table 4-1, Table 4-2).    ........   Conclusion    In order to promote the English teaching reform, the task-based teaching method once  had  a  positive  effect.  It  once  became  popular  in  English  teaching  in  China, especially in primary and secondary schools. However, the task-based teaching is an imported product after all, for a series of problems inevitably appear in the teaching practice  in  China  which  makes  the  task-based  teaching  gradually  go  downwards. Therefore, this thesis mainly studies a series of problems occurred in the task-based teaching in basic English teaching in China. It also comes up with counter measures. This study starts with the practitioners of the task-based teaching---teachers and implemented  object---students.  By  using  questionnaire  survey  method  and  the experimental method, it analyzes the problems in the task-based English teaching in secondary vocational schools and puts forward the corresponding solutions.  ......... The reference (omitted)(责任编辑:gufeng)本文来自好论文网(detork.com),未经允许,不得转载。
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