基于任务型教学的大学英语听力研究毕业论文Word文件下载.docx
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基于任务型教学的大学英语听力研究毕业论文Word文件下载.docx
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1.3.1RealisticSignificance3
1.3.2TheoreticalSignificance3
ChapterⅡLiteratureReview5
2.1Task5
2.1.1TheDefinitionofTask5
2.1.2TheTypesofTasks6
2.1.3TaskVSExercise8
2.2TBLT9
2.2.1TheDefinitionofTBLT9
2.2.2TheFeaturesandPrinciplesofTBLT10
2.3TheCurrentStudyonTBLTatHomeandAbroad12
2.3.1TheCurrentStudyonTBLTAbroad12
2.3.2TheCurrentStudyonTBLTatHome13
ChapterⅢTheoreticalBasesforTBLT15
3.1LanguageAcquisitionTheory15
3.2Constructivism16
ChapterⅣTheExperimentalImplementationofTBLT18
4.1DesignoftheExperiment18
4.1.1TheObjective18
4.1.2TheSubjects18
4.1.3ListeningMaterials18
4.1.4ExperimentalMethods19
4.2ProceduresoftheExperiment20
4.2.1Questionnairedistributionandlisteningtestsconduction20
4.2.2Interviewprocedure20
4.2.3Experimentalprocedure20
4.3ExperimentalModel20
4.3.1Pre-listeningStage21
4.3.2While-listeningStage23
4.3.3Post-listeningStage24
4.4SampleTeachingPlansofTBLI25
4.5Analysisprocedure29
ChapterⅤAnalysisandResults30
5.1Analysisoftheresultoflisteningstudyquestionnaire30
5.2TheanalysisofPairedSamplesT-TestofEGandCG31
5.2.1TheanalysisofPairedSamplesT-TestofEG31
5.2.2TheanalysisofPairedSamplesT-TestofCG32
5.3Analysisofcorrelationsofpre-testbetweenEGandCG33
5.4Analysisofcorrelationsofpost-testbetweenEGandCG34
5.5Theresultofinterviewaftertraining34
5.6Discussions36
ChapterⅥConclusion38
6.1Implications38
6.2Limitationsofthisstudy39
6.3Suggestionsforthefutureresearch40
Bibliography41
在学期间的研究成果viii
Appendix1英语听力学习情况调查问卷ix
Appendix2Post-traininginterviewquestionsxi
Appendix3Pre-testxii
Appendix4Post-testxvi
Appendix5Sampleoflisteningmaterialxx
关于学位论文使用授权的声明xxvii
原创性声明xxvii
Acknowledgementsxxviii
ChapterⅠIntroduction
1.1TheCurrentSituationofCollegeEnglishListeningTeaching
Althoughmoreandmorelisteningteachersattempttochangethetraditionallisteningteachingmodel,itstillholdsadominantposition.Ifyouobservethetraditionalclassroomteaching,youcaneasilyfindthattheyhavesomethingincommon:
beforeplayback,theteacherusuallyexplainsomeofthenewwordsandintroducethebackgroundinformationrelevanttothelisteningmaterial.Thenletstudentslistentothetapecarefullyandasksomelisteningcomprehensionquestions,suchas,choicequestions,true-falsequestionsoressayquestions.Afterthepractice,theteachercheckanswers.Finally,theteacherplaysthetapeagaininordertoletthestudentscheckthereasonofwronganswersthemselves.Theteacherusuallyplaythetapesentencebysentence,whilestudentsputhisearsandfeelastringofunfamiliarlanguageflowblunt,butnothingdidnotcatch.
Itiseasytoseethedisadvantageofthiskindoflisteningclassroom.Insuchcircumstances,thelistenerseasilyfeeltiredandboring,atthesametime,theyalsoloseinterestandpassion.Inthisteacher-centeredclassroomteaching,theinitiativeofstudentsisusuallynotgood.Theyjustpassivelyaccept“input”.Themoreharmfuliseasytomakestudentsformbadhabits,“takelisteningcomprehensionasabunchofmeaninglesssoundstreamsimpactingtheirbrains”.Infact,thisclassroomteachingmodelisratherlikelisteningcomprehensiontest,becausethestudentshavetofirstlistentoalongparagraphoranarticle,thentherearealotoflisteningcomprehensionquestions.“Suchteachingisnottoteachthemhowtolistenandhowtodealwiththedifficultyinlisteningbuttotrainthestudents’memoryability”.Thisdinkumtestteachingmakeslisteningclassroomboring.Italsomakesstudents'
feelingsbeindifferenttoinhibitthereaction.Theteachingeffectisnotobvious.
Thistestteachingleadstothestudents'
listeningcomprehensionlevelwhichhasbeenstagnant.Inordertounderstandstudents'
listeningstudypresentsituationcomprehensivelyandobjectively,theauthorspeciallydesignedasetofquestionnairesaccordingtocollegestudents’listeningstudysituation(namely“thequestionnairesurveyofEnglishlisteningstudysituation”,abbreviatequestionnaire).Theobjectofquestionnairesurveyisnon-EnglishmajorstudentsofgradetwoinNWUN.Accordingtohierarchicalteaching,theauthordidaquestionnairesurveytoeighty-eightstudentsinAclass.Theytruthfullyfilledinthisquestionnaireusinganonymousform(Thecontentofquestionnaireseestheappendix1).
Fromthestatisticalresultsofquestionnaire,wecanseethatmostofthestudentshavedifficultyinEnglishlisteningstudies.Ofcourse,therearesomeinfluencesofpsychologicalfactors.Inordertosolvetheseproblems,theauthorputsforwardanewteachingmodel——task-basedteachingapproachwhichisappliedtocollegeEnglishlisteningteaching.
1.2TheImportanceofEnglishListeningComprehension
Listeningisoneofthemostimportantwaysofinformationinputandalsotheinitiallinkinthelanguagelearningprocess.Researchshowsthatapproximatelythetimeof40-50%isdevotedtolistening,thetimeof25-30%isdevotedtospeaking,andthetimeof11-16%isdevotedtoreading,butonlythetimeofabout9%isdevotedtowritinginourdailycommunication(Rivers,1984).Wecanseethatlisteningholdstheverygreatproportioninlearningaforeignlanguage.Accordingtothetheoryofsecondlanguageacquisition,languageinputisthemostbasicconditionsoflanguageacquisition.Thereisnolanguageacquisitionifwithoutlanguageinput(Krashen,1982).Therefore,listeningcomprehensionplaysanimportantroleinthestudents’languageacquisitionasakindofinputtypeskills.
“TheCollegeEnglishCurriculumTeachingRequirements”(trialimplementation)wasissuedbytheministryofeducationin2004,whichhadhigherrequirementsthanbeforeonthestudents'
listeningskills.Atthesametime,CET-4andCET-6alsomadethecorrespondingadjustmentaccordingtothenewcollegeEnglishcurriculumteachingrequirements.ItservestoshowthatlisteningteachinghasbecomeanimportantcomponentofcollegeEnglishteaching.
1.3TheSignificanceofTBLTinCollegeEnglishListeningTeaching
1.3.1RealisticSignificance
ItishelpfultochangethecurrentsituationofcollegeEnglishlisteningteaching.Atpresent,collegeEnglishlisteningteachingstillexistsmanyproblems,suchas:
teachingpurposeisnotclear——listeningcourseteststhestudents’listeningabilityandignoresstudents’trainingoflisteningskills;
teachingcontentlacksofinterest——theteacheralwaysrepeatwhatthebooksaysaccordingtotheteachingoutlineandconfinethemselvestoteachingmaterial;
teachingformandteachingactivitiesaresingle——theteacherintroducethebackgroundknowledge,explainnewwords,playthetapeandchecktheanswers.Finally,theteachersplaythetapeagaininordertoletstudentsfindthecorrectanswerandreason.Soitishardtoachievetheidealteachingeffect.However,theteachersettaskanddeterminethetargetforstudentsinthetask-basedlisteningteaching.Boringlisteningmaterialisdecomposedintodifferenttaskoractivitybyteacher.Intheprocessofvarioustasks,thestudentsareenergeticandinitiative.Throughtheinteractionbetweenteachersandstudents,itcanimprovestudents'
abilityofcomprehensiveusinglanguage.Therefore,thisteachingmodelimprovestheapproachofEnglishlisteningteachingandcoverstheshortageofthetraditionallisteningclassroom.
“CollegeEnglishCurriculumTeachingRequirements”isembodied.Itemphasizesthecultivationofstudents'
comprehensiveabilityofusingEnglish,especiallytheabilityoflisteningandspeaking.Task-basedlisteningteachingtakesthecultivationofstudents'
comprehensiveabilityofusingEnglishasthestartingpointandend-result.Throughprovidingrealenvironmentoflisteningandspeakinganddesigningthestudents'
listeningtaskswhicharecloselyrelatedtothereallife,wecanfullydevelopthestudents’languageabilityandroundlyimprovethestudents’thinkingability,analysisabilityandinnovationability.
Itishelpfultodevelopthestudents'
subjectivity.Thestudents'
subjectivedevelopmentisbasedonactivities.Ifthestudentstakepartinactivities,theirsubjectivitywillgetagooddevelopment.ThroughTBLIwhichisstudent-centered,thestudentsparticipateinsomeactivitiesandtasksandachievetaskgoalinteacher'
sguidance,andtheirsubjectivitygetsagooddevelopment.
1.3.2TheoreticalSignificance
Inthetheoreticallevel,itisbenefittofurtherverifytheeffectivenessofTBLIforforeignlanguagelearnersinChina,especiallythelearnersofuniversitystage.Previouslythetheoreticalandempiricalstudiesmostlyexistinsecondlanguagelearningenvironment.Itsachievementsneedtobefurtherverifiedintheenvironmentwhereforeignlanguageasasecondlanguage.AlthoughmostoftherelatedresearchhadaffirmedtheeffectivenessofTBLIathomeandabroad,thereislessrelevantempiricalresearch.WeneedfullydemonstratetheeffectivenessofTBLIthroughmorestandardizedempiricalresearch.
ChapterⅡLiteratureReview
2.1Task
2.1.1TheDefinitionofTask
Inturningtotheconceptof“task”,thefirstthingweneedtodoistodecidejustwhatwemeanbythetermitselfinlanguagelearningandteaching.Itissaidthatthetermhasbeendef
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