任务型教学法在数字化境下大学英语教学中的研究(IJMECS-V2-N1-05)

I.J.ModernEducationandComputerScience,2010,1,32-39PublishedOnlineNovember2010inMECS()Copyright©2010MECSI.J.ModernEducationandComputerScience,2010,1,32-39Task-basedApproachinCollegeEnglishTeachingofDigital-basedContextLingJiangPublicEnglishDepartment,HarbinNormalUniversity,Harbin,P.R.ChinaEmail:[e-mail]ent,HarbinUniversityofScienceandTechnology,Harbin,P.R.ChinaEmail:[e-mail]—Withthewideemploymentofmoderneducationaltechnology,collegeEnglishteachingisgoingonaprocessofreplacingtraditionaleducationalmediawithmodernones,whicharecloselyconnectedwithmultimediacomputersandinternettechnologytoraiseitsefficiencyandquality.However,someproblemsandchallengesstillexistinthecollegeEnglishteaching.Inordertosolvetheproblems,thisarticledesignsatestandcollectsdatatochecktheeffectivenessofthetask-basedapproachwithintheInternet-assistedmultimediaincollegeEnglishteaching.TheresultsshowthatLinguisticformwasanalyzedandpracticedwithtask-basedapproachwhichmayhelpthelearnersnoticethelinguisticproblemsandtryoutnewlanguageformsandstructures,andthatInternet-assistedmultimediahasbeeneffectiveinintriguinglearners'interestsandgreatlyenhancedtheirself-esteem.IndexTerms—Internet-assistedmultimedia,Task-basedapproach,CollegeEnglishteachingI.INTRODUCTIONCollegeEnglishteaching,asanessentialandfundamentalpartoftheeducationsystem,hasbeenundergoingwithlowefficiency(eventhoughteachershavemadegreatefforttoimproveit).Collegestudents,whohavestudiedEnglishformanyyears,cannot“function”properlyinsocialcontexts,soCollegeEnglishteachingreformisimperative.ChineseEnglishteachersarepracticingdifferentteachingmodelswiththeincreasingimportanceofEnglishinthe21stcentury.Asaninnovativeapproach,task-basedapproach(TBA)hasbecomemoreandmoreprevalentamongtheEnglishteachingmodes;however,infacttherearestillmanyproblems,forexample,teachersstillactascontrollersinclassrooms,andtasksinclassroomsarelanguagedrillsorpractice,thereisseldomcommunicationinclassroom,andlearnersarestillpassivereceivers.Hence,weneedtosolvetheproblemsbyusingsomenewandeffectivewaystoteach.TheCollegeEnglishCurriculumRequirementsproposesthatthemoderntechnologybeusedincollegeEnglishteachingsoastochangetheexistingunitaryteacher-centeredpatternoflanguageteaching.Inmoderntimestheuseofcomputertechnologyhascaptivatedtheattentionoftheteachingcommunity.Multimediaandnetworkappliedinforeignlanguageteachinghasbeenconsideredtobeamoreeffectivemediumofforeignlanguageteaching,whichrepresentsaninevitabletrendofappliedlinguistics.Overthelastfewyearsmanyschools,collegesanduniversitiesinChinahaveexperimentedwithmultimedia-basedandnetwork-basedEnglishinstruction.Computerassistedlanguagelearning(CALL)isbecomingprevalentinforeignlanguagelearningandteachersplayevermostimportantroleswithinthisrealm.ButCALLisstillneglectedbymanyteachersandthedeficienciesincombiningcomputerwithmethodologyinlanguageteachingledschoolsandinstructorsreluctancetotheadoptofCALL.Inordertofillinthegapoftheexistingproblemsinteachingandlearningthesecondlanguage,weneedtocombinethetwofactorsandconductresearchofthetheoryofconstructivismtofindamoreefficientteachingapproach.II.LITERATUREREVIEWA.TheOverviewoftheTask-basedApproachi.TheHistoryandtheTheoreticalBasisoftheTask-basedApproachTask-basedApproachisthelatestdevelopmentresultsofwesternEnglisheducationandalsothelatestdevelopmentofthecommunicativeapproach,layingstressonlearningbydoing.Prabhu(1987)firstlyadvocatedthat“structurecanbestbelearnedwhenattentionisfocusedonmeaning”and“adoptsmeaning-focusedactivities”[1].AsthekeytoTBLapproach,theterm“task”hasbeendefinedinavarietyofways.Taskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward(Long,1985)[2].Nunan(1989)dividedclassroomtasksintoreal-worldtaskandpedagogicaltask[3].Willis(1996)identifiedsixmaintypesoftasks,includinglisting,orderingandsorting,comparing,problemsolving,sharingpersonalexperiencesandcreativetask[4].Formthepedagogicalperspective,Richard(2000)stressedonlanguageTask-basedApproachinCollegeEnglishTeachingofDigital-basedContext33Copyright©2010MECSI.J.ModernEducationandComputerScience,2010,1,32-39knowledge[5].Fromtheperspectiveoflanguagelearning,Breen(1987)claimedthatataskisabasicunitfordesigninglanguageclassroomactivity[6].Mostmethodsareheavilyrootedinlinguistictheories,theoriesoflearningortheoreticalassumptionsonthenatureoflinguisticcommunication.Vygotsky(1962)thoughtoflanguageasasocialevent,asharedsocialactivitywithinacommunity[7].TheinteractionbelongstotheverynatureofLanguage.ThefunctionalnatureoflanguageishighlightedbyFirthianandHallidayanlinguistics.Wilkins(1976)incorporatedthisfunctionaldimensionintomethodologicalissuesonlanguageteaching[8].FromthatpointofviewWilkins’notional-functionalsyllabusismoresyntheticthananalytical,asLongandCrookes(1993)claimed[9].Intheprocessoflanguageacquisitiontheroleofthelearneriscentralanddecisive,butittakesplaceonlyifknowledge(language)isintegratedbytheindividualintohisownsetofvaluesandidiosyncrasyandifalinguisticsystemisbuilt.Asfor