论文例文：任务型教学在山东初中应用现状调查报告

论文范文：任务型教学在山东初中应用现状调查报告

Chapter 1 Introduction

1.1 Background of the Research

Along with the accelerative process of economic globalization, English beginsto play a more and more important role in China, especially after it joined the WTO.English, as a vital link for investors all over the world, is useful for doing businesswith other countries. Secondary school years were an important stage of learning

English. As a result, many nations pay close attention to the instruction of thislanguage at junior middle schools.English teaching has a long history in the People's Republic of China. It wasLin Zexu who was the first person to realize the importance of learning English inChina. After the Opium War, he had witnessed the advanced equipments of developedcountries and hoped to study science and technology from these countries. In factEnglish was one of the necessary conditions to learn advanced technology. As a result,Lin Zexu put forward the proposal of learning English in China. However, the Qingproducedfailed, a1la’Government did not accept the suggestion. Even so, this eventfar-reaching effects in Chinese history. AfterSecond OpiumChancellor by the name of Zuo Zongtang knewimportance of studying English CChhand presented this proposal to the King. The proposal was approved immediately byTongzhi. Thus, Chinese set to studying English in order to learn the advancedtechnology of western countries. English teaching was firstly seen in church schoolsin China, which was established by missionaries of the developed countries. It was inthetake1980s that English became a compulsory course in all schools. Students had toa test in English in all the entrance examinations. Then the Chinese Governmentruled that the college students had to pass College English Test Band 4 to get abachelor degree.

Children began to learn English since they were in the kindergarten in China.All the college students kept studying it more than fifteen years. Thus, they hadmastered plenty of English vocabularies and sentence patterns in the course oflearning. However, they could not make full use of what they already knew at theopportune moment. Thus, there were a lot of dummy English learners, who could notexpress themselves well in good English.

In fact, English teachers were accustomed to teaching students grammars andvocabularies and ignoring the comprehensive ability in the class. Teachers spent mostof the time talking but at the same time students sat there silently. Teachers arrangedthe curriculum contents according to the standards of exams instead of students'interests and experiences. As a result, the classroom atmosphere was cold by and large.This kind of class was teacher-centered, which was harmful to the development ofstudents' ability of social intercommunication.

The basic aim of compulsory education in the English Curriculum NewStandards of 2001 was to encourage and train students' interests in English, to helpstudents build confidence, and to develop students' efficient learning strategies andautonomous learning abilities. It also consisted of grasping the basic Englishknowledge of listening, speaking, reading and writing, which was helpful to improvestudents' ability of comprehensive English application. It concentrated on cultivatingthe capability of students' observation, memory, thinking, imagination and creativity.

It focused on helping students learn about the cultural differences between east andwest, broadening their horizons, cultivating their patriotism, and promoting positivelifestyles(Chinese Education Department, p. 2001)In order to achieve the above-mentioned objectives of the English NewCurriculum Standards, task-based teaching model was proposed in it. With teachers'guidance, the students' perception, experience, practice, participation and cooperationin the English class helped accomplish the goals of tasks and enjoy successes.

　　The task-based language teaching method (TBLT) has been widely used in Chinaat present, including Binzhou, Shandong Province of course.

References

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任务型教学在山东初中应用现状调查报告

Acknowledgments 6-7

Abstract 7-8

摘要 9-13

List of Tables 13-15

Chapter 1 Introduction 15-21

1.1 Background of the Research 15-17

1.2 Significance of the Research 17-19

1.3 Overall Structure of the Thesis 19-21

Chapter 2 Literature Review 21-41

2.1 Definition and Explanation 21-24

2.1.1 Definitions of Tasks 21-23

2.1.2 Characteristics of Tasks 23-24

2.1.3 Components of Tasks 24

2.2 Rationales for TBLT 24-27

2.2.1 Social Constructivism 25-26

2.2.2 Second Language Acquisition 26-27

2.3 The Application of TBLT 27-37

2.3.1 Principle of Designing Tasks 27-28

2.3.2 28-32

2.3.3 Assessment of TBLT 32-33

2.3.4 Teachers’ and Students’ Roles in TBLT 33-35

2.3.5 The Relationship between Exercise and Task 35-37

2.4 Previous Studies of TBLT 37-41

2.4.1 Abroad 38-40

2.4.2 At Home 40-41

Chapter 3 Methodology 41-49

3.1 Research Questions 41-42

3.2 Subjects 42

3.3 Instruments 42-46

3.3.1 Questionnaire 42-44

3.3.2 Interview 44-45

3.3.3 Class Observation 45-46

3.4 Procedure 46

3.5 Data Collection and Analysis 46-49

3.5.1 Questionnaires 47

3.5.2 Interview 47-48

3.5.3 Class Observation 48-49

Chapter 4 Results and Discussions 49-76

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4.1.3 Class Observation 67

4.1.4 Three Questions 67-68

4.2 Discussions 68-76

4.2.1 Questionnaires 68-74

Teachers’ Questionnaire 68-71

Students’ Questionnaire 71-74

4.2.2 Interview 74

4.2.3 Class Observation 74-75

4.2.4 Three Questions 75-76

Chapter 5 Conclusion 76-80

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