任务型教学法在初中英语口语教学中的应用及反思

TheApplicationAndReflectionofTask-basedLanguageTeachingApproachToOralEnglishTeachinginMiddleSchool任务型教学法在初中英语口语教学中的应用及反思I.IntroductionII.TheTheoreticalBasisIII.TheNecessityofApplyingTBLTtoOralEnglishTeachinginMiddleSchoolV.TheReflectionofTBLTtoOralEnglishTeachinginMiddleSchoolVI.ConclusionIV.theApplicationofTBLTtoOralEnglishTeachinginMiddleSchoolI.Introduction•TBLT:anapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.•Underthepressureofexaminations,theEnglishteachingusuallyfocusesongrammarratherthancommunication.Inordertochangeit,TBLTismuchnecessary.•ThispaperismainlyabouttheapplicationandreflectionofTBLTtooralEnglishteachinginjuniormiddleschool.ByLauraConstructivismSecondlanguageacquisitionInputHypothesisII.TheTheoreticalBasisforTBLTConstructivism•Definition:Constructivismisatheoryofknowledgethatarguesthathumansgenerateknowledgeandmeaningfromaninteractionbetweentheirexperiencesandtheirideas.•Constructivismclaimsthatknowledgeshouldbeconstructedthroughinteractionandcooperationandemphasizesparticularlylearningbysocialinteractionandcooperation.SecondLanguageAcquisition•Definition:Itreferstoasystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.•Themodel:Apperceivedinput-----Comprehendedinput-----intake-------integration-----output.InputHypothesis•Definition:Learnersprogressintheirknowledgeofthelanguagewhentheycomprehendlanguageinputthatisslightlymoreadvancedthantheircurrentlevel.“i+1”•Thelearnerimprovesandprogresseswhenhe/shereceivessecondlanguageinputthatisonestepbeyondhis/hercurrentstageoflinguisticcompetenceIII.TheNecessityofApplyingTBLTtoOralEnglishTeachinginMiddleSchool3.TheNecessityofApplyingTask-basedLanguageTeachinginOralClass1.CurrentSituationofChineseOralEnglishTeachinginMiddleSchool2.TheComparisonofTask-basedLanguageTeachingandTraditionalTeachingMethodsOralEnglishTeachinginMiddleSchool.1.LoworalEnglishlevelofmiddleschoolteacher.2.Student'spsychologicalescapeoforalEnglish.3.SocialignoranceoforalEnglishteaching.TheComparisonofTask-basedLanguageTeachingAndTraditionalTeachingMethods1.EnglishteacherignorestheaimoforalEnglishThetraditionaloralEnglishteaching2.traditionalteachingmethodsappearinflexibleandrigidTask—basedlanguageteaching1.TheaimoforalEnglishteachingisclearly.2.Student—orientedteachingmethodsTheNecessityofApplyingTask-basedLanguageTeachinginOralClass1.TBLThelpstodevelopstudent’slanguagecompetence.2.TBLThelpstobroadenstudents’horizonandenlargetheirknowledge3.TBLTcanmakefulluseftheteachingmaterials.4.TBLTcanchangethephenomenonofdumbEnglishIV.TheApplicationofTBLTApproachinMiddleOralEnglishTeaching1.TBLTonOralEnglishTeaching2.FrameworkofTBLTtoOralEnglishTeaching3.CaseStudyofTBLTTasksareactivitieswherethetargetlanguageisusedbythelearnerforcommunicativepurposeinordertoachieveanoutcome(JaneWillis1996).Task-basedLanguageTeachingonOralEnglishTeachingWillis(1996)andEllis(2003)bothproposedathree-phaseframeworkofTBLT.ThatcanbeusedtodesignactiviesofOralEnglishTeaching.Pre-taskWhile-taskPost-task1.introductiontothetasktopicbytheteacher.2.Necessaryinputandpreparationforthetask.1.Tasking2.Planning3.Reporting1.Analysis2.PracticeStudent-centeredFrameworkofTBLTtoOralEnglishTeachingCasestudyofTBLT(“whatdidyoudoonyourvocation?”)Pre-task1.Teacherintroductsthetasktopic——myvocation2.TeachergivesstudentsadialoguebetweentheboyandhisChinesefriendwhotalkabouttheirvocation,andthenpicksupsomerelevantwords,phrasesandculturalbackgroundaboutvocationforstudentstogetreadyforthetask.While-task1.Learnerswillbeaskedtocompletethefollowingtask:whatdidyoudoonyourvocation?2.Learnersofeachgroupgetreadyforhowtoreporttheirfinishedtask.3.ReportingPost-task1.Learnersanalyzeothergroups’performanceinthistask.2.Learnerscanpracticethetaskagainafterthetaskanalysisinordertoenhancetheinfluenceoflearning.V.TheReflectionofTBLTtoOralEnglishTeachinginMiddleSchoolAdvantagesofTBLTDisadvantagesofTBLTAdvantagesofTBLT1.Thislearning-while-doingmethodnotonlyhelpsstudentslearnEnglish,butalsohelpsstudentslearntousethelanguageinarealworld.2.Task-basedspokenEnglishteachingcanimprovespokenEnglishproficiencyeffectively.3.AfterimplementingTBLT,learners’linguisticandcommunicativecompetenceandthinkingabilityetc.aredevelopedverywell.4.TBLTcanalsohelpstudentslearntothinkaboutaquestion,learntomakeadecisionanddealwithanemergency.5.TBLTinvolvesthecollaborationbetweenteacherandlearners,andamonglearners.6.TBLTcangreatlyimprovetheintegratedabilityofastudent.DisadvantagesofTBLT1.Thetasksorquestionschosenintask-basedorproceduralsyllabusarelackofconvinciblefoundationorcriterion.2.TBLTcan’ttelltheinnerrelationshipbetweencertainactivitiesandlearners’currentneeds.3.Beforethetaskbegins,ifteachersdon’texplainanyconcernedlanguageknowledge,learnerswillhavemanylanguageobstacleswhentheycarryonthetask.4.Studentstendtoneglectthelanguageformsandtheywillheavilydependonthecommunicativestrategy.5.TBLTrequiresahighlevelofcreativityandinitiativeonthepartoftheteacher.6.Itisverydifficulttoensurethesystematizationandsequenceoftasks