高中英语语法教学论文.docx

高中英语语法教学论文.docx

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高中英语语法教学论文

2012-2013学年第二学期研究生课程考核

（读书报告、研究报告）

Task-BasedLanguageTeachingApproachinEnglishGrammarofshangloumiddleschool

Content

摘要

Abstract

ChapterⅠIntroduction…………………..……………………………………4

1.1Task-BasedLanguageTeaching…………………………………………..…….4

1.1.1Origin&DevelopmentofTBLT……………………………………………...4

1.1.2CharactersandAdvantagesofTBLT………………………………………….4

ChapterⅡLiteratureReviewTBLTApproachinEnglishGrammarTeaching…………………………………………………………………………..….6

2.1PrinciplesAdheredtobyTBLT…………………………………………………6

2.1.1PrincipleofInteraction…………………………………………………..………6

2.1.2PrincipleofAuthenticTexts…………………………………...………………..7

2.1.3PrincipleofProcess…………………………………………………………...…7

2.2AdvantagesofTBLT……………………………………………………………..7

2.2.1ClassroomDesignofTBLT……………………………………..………………8

2.2.2TeachingModeofTBLT…………………………………………….………….9

2.3EnglishGrammarTeaching…………………………………………………....11

2.3.1DefinitionofGrammar…………………………………………………………12

2.3.2DefinitionofGrammarTeaching………………………………………...…….12

2.3.3DevelopmentofGrammarTeaching……………………………………...……13

ChapterⅢEGTofMiddleSchoolsinCountiesofShangluoAreas

3.1EGTinHighSchoolsofCountiesofShangluoArea………………………….14

3.1.1GrammarTeachingNotionofTeachers……………………………………..…15

3.1.2TeachingModeinHighSchoolsofCountiesofShangluoArea…………...….15

3.1.3GrammarSequencingoftheTeachingTextbook………………………..……..15

3.2EGTinHighSchoolsofCountiesofShangluoArea………………………….16

3.2.1GrammarTeachingNotionofTeachers……………………………………..…16

3.2.2TeachingModeinHighSchoolsofCountiesofShangluoArea……...……….18

3.2.3GrammarSequencingoftheTeachingTextbook………………………………18

ChapterⅣEmpiricalStudy………………………………...………………19

4.1ExperimentalOutline…………………………………………………...………19

4.1.1Purposes……………………………………………………..…………………19

4.1.2Participants……………………………………………………………………..19

4.1.3TimeConstraint……………………………………...…………………………20

4.2ExperimentalProcess………………………………………...…………………20

4.2.1SummativeAssessment…………………………………………...……………20

4.2.2ImplementationProcessofTask-BasedGrammarTeaching…………………..20

4.2.3FormativeAssessment………………………………………………………….21

4.3TeachingCaseofTask-BasedGrammarTeaching…………………………..22

4.4DataCollection&Analysis…………………………………………………….22

ChapterⅤConclusion&Suggestions…………………………………….23

5.1Limitations&Suggestions……………………………..………………………23

5.1.1Limitations……………………………………………………………………..23

5.1.2Suggestions…………………………………………………………………….23

摘要

中国学生一天中绝大部分时间都处于中文背景下，所以对于他们而言，英语语法的学习之于英语学习至关重要。

在本文中作者试图初步探索任务型教学法在商洛地区县城高中英语语法教学中的应用。

作者希望调查商洛地区县城高中英语语法教学现状，验证任务型语言教学方法在语法中的教学效果，以为商洛地区高中英语语法教学提供相关建议及参考。

本文由五章组成。

在引言部分作者阐明了此研究的重要性。

在第一章作者对任务型教学法做了简单地介绍。

在第二章作者进行了文献回顾，介绍任务型教学法及英语语法教学的国内外研究现状。

第三章作者对商洛地区县城高中的英语语法教学现状进行了分析，阐述了商洛地区英语语法教学模式及英语语法教学中存在的问题等。

第四章将具体介绍在商洛地区县城中学进行的英语语法教学实验。

在进行实验之前，在实验班和控制班让学生先进行一个英语语法的测试，即前测。

测验证明两班学生语法水平没有显著差异之后，在两个班进行语法教学实验。

在实验班应用任务型方法进行语法教学，而在控制班应用传统的3p教学方法。

实验结束后，对两班学生进行后测，并应用SPSS软件对得到的实验数据进行分析，以期得到符合作者研究假设的研究结论。

也就是说，实验试图验证应用任务型教学法进行语法教学对于学生语法及整体语言水平的提高更加有效，而且任务型语法教学有助于激发学生学习英语语法的兴趣，这样的话他们在英语语法课堂会更加活跃，英语学习兴趣也会更加浓厚。

第四章将阐明研究结论、研究上的不足，并为进一步的研究提供些许建议。

通过问卷调查商洛地区县城中学英语语法教学中存在的问题，并进行教学实验，作者试图为该地区县城中学英语语法教学提供些许建议和参考。

尽管这样，英语语法教学中仍然有很多问题亟待解决。

所以作者希望和有意向进行相关研究的人员进行交流。

关键词：

任务型教学，高中英语语法教学，商洛地区县城高中

Abstract

AsfortheChinesestudentswhoareunderChinesebackgroundatmosttimeoftheirdailylife,EnglishgrammarlearningattachesgreatimportancetotheirleaningofEnglish.Inthisthesistheauthortriestohaveapreliminaryresearchontheapplicationoftask-basedlanguageapproachinEnglishgrammarteachinginHighSchoolsofcountiesofShangluoarea.Itistheauthor’swishtostudythecurrentconditionsofEnglishgrammarteachinginHighSchoolsofcountiesofShangluoareandtotestifytheeffectsoftask-basedlanguageapproachintoEnglishgrammarteachingsothatsuggestionsandreferencescanbeprovidedforEnglishgrammarteachinginHighSchoolsofcountiesofShangluoarea.

Thisthesisisconstitutedbyfourchapterstogetherwithanintroduction.Intheintroductionparttheauthorshowsthesignificanceofthisresearch.Inchapteronetheauthorwillhavealiteraturereviewandwillintroducesomerelatedinformationoftask-basedlanguageteachingapproachandEnglishgrammarteaching.InchaptertwothecurrentsituationofEnglishgrammarteachinginHighSchoolsofcountiesofShangluoareaistobeanalyzed,inwhichteachingmodeaswellasproblemsandissuesarepresented.Inchapterthreetheteachingexperimentoftask-basedlanguageteachingapproachinEnglishgrammarteachinginHighSchoolsofcountiesofShangluoareaistobeintroducedindetails.Thestudentsinboththeexperimentalandthecontrolclassaregivenapre-testconcerningEnglishgrammarbeforetheexperiment.Afterthattheauthorwillmakeanexperimentinthetwoclasses,inwhichthestudentsarealmostatthesamelevelintheirEnglishproficiency,withtask-basedlanguageteachingapproachandtraditional3psapproachrespectivelytoteachgrammar.Thentheauthorwillgiveapost-testtostudentsinbothclasses.AftermakingstatisticsanalysiswithSPSSsoftwaretheauthortriestogetexperimentresultswhichgowithherresearchhypotheses.Thatistosay,theexperimenttriestotestifythattask-basedgrammarteachingapproachismoreeffectivetohelpthestudentstoimprovetheirgrammarandoveralllanguageproficiencyandithelpstoactivatetheenthusiasmofstudentsinEnglishgrammarlearningsothattheybecomemoreactiveintheEnglishgrammarclassandtheirinterestinlearningEnglishwillalsobeenhanced.Inchapterfourtheauthorwillpresenttheresearchconclusions,researchlimitationsandwillprovidesomesuggestionsforfurtherresearch.

TheauthorprovidessuggestionsandreferencesfortheEnglishgrammarteachinginHighSchoolsofcountiesofShangluoareaaftermakingquestionnaireinvestigationsandteachingexperimentandpresentingproblemsexistingintheEnglishgrammarteachinginHighSchoolsofthisarea.Itistheauthor’scontribution.

Althoughtheauthorhasdonethis,therearestillsomeproblemsexistingintheEnglishgrammarteachinginthisareatobesolved.Itistheauthor’swishtoexchangewithothersandmakefurtherresearch.

Keywords:

task-basedapproach;EnglishgrammarteachinginHighSchools;HighSchoolsofcountiesofShangluoarea

ChapterⅠIntroduction

1.1Task-BasedLanguageTeaching

1.1.1Origin&DevelopmentofTBLT

TeachingProjectproposedbyN.S.PrabhuinIndia.Inhisteachingexperiment,N.S.Prabhuputforwardmanytypesoftasksanddesignedlearningcontenttobeaserialofcommunicativetaskssothatthestudentsfulfillthelearningbyfulfillingthesetasks.TheBangaloreCommunicationalTeachingProjectdrewtheattentionoflanguageteachingfield.Andinthelateof1980s,moreandmorelanguageteachingexpertsandscholarsmadeprofoundresearchonit,andthenTBLTapproachcameintobeinggraduallyandbecamemoreandmorepopularinthefieldofsecondandforeignlanguageteaching.TBLTapproachrequiredthatthestudentsshouldfulfillspecificlearningtasksbyusingthetargetlanguage.Itemphasizedtheactiveparticipationofthestudentsandtheprocessofcommunicationaswellasthefunctionsofthelanguage.Alsoitattachedgreatimportancetothedevelopmentoflearningstrategiesofstudentssothatinthecourseoflearningstudents’creativespiritandlanguageapplicationabilitywillbeenhanced.

1.1.2CharactersandAdvantagesofTBLT

1.1.2.1DefinitionandCharactersof“Task”

Theterm“task”hasbeengivenvariouskindsofdefinitionbyexpertsandscholarsallaroundtheworld.Butasfor“task”inthelanguageteaching,itusuallyreferstotheactivitieswhichderivefromtheactivitiesintherealworldandhavethegistofforminglanguagevalue.Thereareseveraldefinitionsgivenbyworld-famouslinguisticsandeducators.

（a）Anactivitywhichrequiredlearnerstoarriveatanoutcomeformgiveninformationthroughsomeprocessofthoughtandwhichallowedteacherstocontrolandregulatethatprocesswasregardedasa“task”.（Prabhu,1987.）

（b）Ingeneral,Itoowillconsiderthecommunicativetaskasapieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorintegratinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform.Thetaskshouldalsohaveasenseofcompleteness,beingabletostandaloneasacommunicativeactinitsownright.（DavidNunan,1989.）

（c）Tasksarealwaysactivitieswheretargetlanguageisusedbythelearnerforacommunicativepurposeinordertoachieveanoutcome.（JaneWillis,1996.）

（d）….anystructurallanguagelearningendeavorwhichhasaparticularobjective,appropriatecontent,aspecifiedworkingprocedure,andarangeofoutcomesforthosewhoundertakethetask.（Breen,1987.）

Theso-called“task”,simplyspeaking,refersto“doingsomething”.Intheprocessof“doingsomething”,thelearnersareactiveandfullofenthusiasm.Inordertoaccomplishtasks,thelearnersshouldmakeuseoflanguageandnon-languagesourcetobuildsomethingmeaningful.Theprocessofaccomplishingtasksenablesthelearnerstousethetargetlanguagefreelyandnaturallysinceasupportiveenvironmentwhichisbeneficialforlanguagelearningandinternalizationhasbeensetup.Althoughdefinitionsgivenbylinguisticsandeducatorsarenotthesameaseachother,thetasks,asactivitiesinlanguageteachingclassatleastshouldthefollowingcharacters:

（a）thetasksshouldcenteronmeaningandshouldavoidpracticesofsomemeaninglesslanguageforms;（b）thetasksshouldfocusonsolvingacommunicativeproblemandthiscommunicativeproblemshouldbecloselyrelatedtotherealworldanditshouldbe