任务型教学法在大学英语教学中的应用

1、A Study On the Application of Task-Based Teaching Method in College English TeachingAbstract : At present,in college English teaching,task-based teaching method, as a kind of advantageous teaching method, is widely accepted and adopted. its purpose is toIt aims to make the students useencourage the

2、students to utilize the target language to communicate with each other in every activity in class ,then they cooperate with each other to finish the related tasks. And by this way the teacher can (谁教的用法？) to complish the class teaching effectively. after many scolarsby doing numerous research and wi

3、th the teacherswide practice, they find it can not only improve enhance（ 词汇量太有限了吧） the students interest in learning and , arouse their desire(和前者interest 有什么区别呀) for of seeking knowledge, but also effectively improve develope（多喜欢improve这个词语） their communicational abilities.for this purpose, this pa

4、per through（中式） the analysis of the characteristics and principles of task-based teaching method, This paper gives a further discussion about the function and significance of the application of this method in college English teaching.Key words: task-based; teaching method; English teaching; applicat

5、ion下定义，给你个例子：Task-Based Language Teaching(TBLT) refers to an approach based on the use of tasks as the core-unit of planning and instruction in language teaching. 论任务型教学法在大学英语教学中的应用摘要： 目前，在大学英语教学中，任务型教学法作为一种很具优势的教学方法被广泛认可和采纳。它的宗旨是通过设置以“目标为导向，以学习者为中心”的课堂活动，让学生们在各种活动中通过目标语进行沟通交流，最后通过分工合作的形式完成相应的“任务”，来

6、最终完成课堂教学。经过许多学者的研究，以及任教者的广泛实践得出结论，它不仅能够提高学生学习英语的兴趣，激发他们的求知欲，还能有效地提高他们的交际能力。为此本文结合任务型教学法的特点和原则，进一步论述了该教学法在大学英语教学中的应用的作用和意义。关键词：任务型；教学法；英语教学；应用The task-based teaching method just as its name implies, its core is the “task”. Which carries on through having the students to complete the task for the clas

7、sroom teaching through having the students complete the tasks in the class.（这句话我都不想说了，句子结构） It is a kind of language teaching method rising in the 1980s in Eoropethe foreign country（哪个foreign country 啊，非洲，亚洲还是欧洲啊）, whose（是哪个单词的连接副词啊，难道是country？）and its key point is to train students ability of using

8、 the language to communicate in target language , and（连接代词前可以用and吗？） which（这个又是哪个单词的连接代词啊，难道communicate?,不懂看自己的原文） moreover， itsis a helpfulthe teaching way that can turn the basic concept of linguistic performance into a subject with practical meaning. To compare with the traditional teaching metho

9、d , This Tthis kind of teaching method can better give a scopebroaden the views ofto the main part of college students, and stimulate their interest in English study, and at the same time mobilize their learning initiative, and develop their coprehensive ability of language use. Therefore, as a the

10、college English teacher, we(自我带入，出现这个人称有点突然) should focus on and grasp well the application of the teaching advantages and characteristics, and constantly improve and optimize the usage of its application skills, so as to further improve the actual effect of English teaching, and finally develop the

11、 comprehensive quality of English talents.1. The characteritics and teaching mode of task-based teaching method1.1 The characteritics of task-based teaching methodThe essential features of the task-based teaching method is that it reflects the changes of object and function of the foreign language t

12、eaching, and reflect transforms the foreign language teaching from paying attention to how to teach to focusing on how to learn, from teacher-centered to students-centereds as the center and from the language itself turned to pay attention to language acquisition and the usage of the change trend. T

13、o speak specifically, the characteristics of the teaching approach mainly embodied in which it has a very strong purpose, shows students subject status and the interests of teaching,etc.(后面不想去改了，请修改语法错误，简洁语言，用点difficult words )The characteristic of task-based Teaching method firstly shows in a stron

14、gthat its purpose is very strong, the students in the whole class are the task performers, under the direction of the teacher, they bring the tasks and purpose, under the direction of our teacher, combine with their own knowledges, communicate with their partners and , operate participate all kinds

15、of learning activities, and continue to gain new knowledges and skills in the process of accomplishing the task.Secondly, the characteristics of the teaching method shows in that it can highlights the students subject status. which is completely different from the traditional teaching methods. Gener

16、ally speaking, The traditional teaching methods, are all teacher-centered,and the students in the class just take notes with a pen, the whole class is around the teachers. But in the task-based teaching method, the teacher only plays a lead role, and just the organizer of the class, and the students

17、 are really the leading role ofcentre of the whole lesson, the teacher will give the tasks that he designs before classed in advance to the students, and the students get the new knowledge through the active participation in activities , which not only cultivates the students learning initiative, an

18、d at the same time, constantly trains the students ability of using language in the communicational course process of accomplishing the tasks. From the view of cognition study, the process forof the students learning English, on the one hand, is the process of putting the knowledge inner-turning thr

19、ough finishing every task, on the other hand, students in the process of completing the task, is also the process of expliciting the knowledge, and the students subjectivity also rapidly forms and perfects due to the repeatedly alternation of internalization and explicitness. Whats more, the charact

20、eristics of the task-based teaching method shows its interestingness in the class also shows in that the class is full of interest,. it can stimulate the students learning interest and desire for knowledge and can reduce the students communicative anxiety. Einstein once said: “Iinterest is the best

21、teacher”. the whole class of the task-based teaching is conducted by all kinds of activities, which is very flexible, altershas altered the rigid teaching mode, and full of interest, the students can show their ego adequately in the various tasks interaction and discussion, which to a great degree a

22、nd through the usage of this teaching method, the teacher l can effectively arouse the studentslearning motivation., in addition, the task that the the teacher carefully design task can make the students in the class concentrate in the class, but also mobilizeimprove their interest, degree, attentio

23、n and participation in learning, and keep them improving their confidence and accomplishment through completing each task, and then further stimulate their learning interest and desesdire for knowledge, and finally help them form adevelop their good habit of studying independently.In addition, the t

24、ask-based teaching method can help the studentsto ease the students communicative anxiety, let them dare to speak freely in the class. Whats more, And The task-based teaching method can stimulate students desire forto creatione, let them feel the happiness in creating and reduce their inner psycholo

25、gical load. It has been found that After the practice showing that learning English in the task-based communicational activities, can help the students to more easily understand the meaning of language more easily, make studentsthem produce interest to the familiar tasks easily produce interest to t

26、he familiar task, thus actively engaged into the task, and finally achieve the effect of blurting out . therefore, in short, the task-based teaching approach is to can make the students communicate fluently communicate in English in the familiar environment and tasks, reduce their anxiety degrees, a

27、nd promote their learning.1.2 The teaching mode of task-based teaching methodAt present,there there are three teaching modes about the task-based teaching ,namely: Nunan, Skehan and Willis the three models, . however, the one that was widely accepted in the world is the mode of Willis, . in his mode

28、l, he divides the task into three stages: the pre-task task stage,the task atage, and the posttask stage.In the pre-task task stage, the teacher is mainly to introduce the students some study tasks about study, provide them with the related task language and background knowledges, and guide them to

29、get ready for completing the tasks.In the task stage, the teacher needs to divide the classclass teaching into three small steps. first of all, the students should perform tasks. the teacher should make the students as learner individuals, two personal or form of a group or three person a group to f

30、inish the corresponding tasks, . at thatis time, the teacher is just a supervisor and organizer, only urges and encourages students to interact and exchangecommunicate on the side, and tThe student are really the main body of the language communication. They follow the problems in the last step and

31、combines them with his professional discussions, and speak freely in the discussion.Next is followed by The second step is the plan, the learners should discuss and be ready to show their task completion situation with oral or written form to the class, and the others should get ready for fully list

32、ening and taking notes; The last step is the report stage, each group could choose a representative to report their task completion situation to the class, or they can interchange their written reports, then the teacher should give a comprehensive evaluation and analysis to their teaching task resul

33、ts a comprehensive evaluation and analysis.In the posttask stage, the teacher should grasp the analysis and practiceof the task. the learners should carefully give an analysis and discussion about each task, and the teacher should take down the new knowledge and language points related to the task,

34、and then correct their mistakes in the language points, and provide them the new language points that the task needs, and finally let them strengthen and consolidate their knowledge through training and practice.2.The principle of task-based teaching methodThe principles of teaching approach are mai

35、nly shown in three aspects.first of all, it has a task design principle that is close to the students life actuality, and it has the characteristic of with interactivity. Interaction is benefit to the mutual thought communication between the teacher and the students. at present, the college English

36、class time is generally tight, so the teacher in class design should make full use of classroom time to do interactive activities. In addition, the teacher in the teaching process should not only pay attention to pay attention tolet the students acquire acquisition of the new knowledges, but also no

37、tice the things and status that the students in the practical life often meet with, so as to put them into teaching task design, have them applied to teaching., therefore, as we knowso letting let the students in class complete the tasks in the class, thecan make them y will feel familiar and kind t

38、o the teaching content, as if they were placed themselves in their life environment, through such tasks, the teacher can not only make themthey will become positive to participate in the activities, and the teacherbut also can effectively improve the studentstheir enthusiasm, thus help them learn to

39、 combine their professional knowledges with the life practice together, and finally reach the purpose of effective learning.Secondly, the teaching approach also has the principle of national harmony. A National harmonious teaching environment, can make the students feel happy, comfortable and relaxe

40、d, and is also a kind of effective emotion communicational way between the teacher and the students,the teacher uses fair and equal treatment totreats every student equally, gives them meticulous care and help, lets them feel the teachersteachers care, concern and love and successful experience, and

41、 then form a good psychological tendency., which can effectively motivate their confidence in study, help them to establish a correct outlook on life and morals, and further enhance their comprehensive quality.Thirdly, teaching approach also has the principle of cooperative learning. Task-based teac

42、hing is conducted through the cooperative learning, and which will make every student effectively express his own advantages, and and each airs his own views, and then form an organic interactive knowledge network, which can not only develop each studentss creative thinking, let them learn how to re

43、spect, care for and tolerate, learn how to communicate with people and favorable to cultivate their group cooperation spirit.To the last, the task-based teaching also has the principle of authenticity .That is to say that the teacher in designing teaching should notice the authenticity. The design o

44、f the task must be provided with real context, real language material, and the real information. ,in addition, the language form and context must meet the practical function of language and language rules, let them learn language in the real natural environment, and let the language and skills they

45、use in the classroom in real life be applicated, which can not only help to cultivate their English ability using English to solve practical problems, but also better adapt to the characteristics and requirements of the applied education.3.The significance and ipact of the apllication of task-based

46、teaching method in college English teachingAt first, In the college English teaching, the applicaion of task-based teaching approach t transforms the role of teachers and students, realizes the idea to reallythat makes the students as the center and let them completely join in the whole process of l

47、anguage learning. The teacher is no longer just the pure knowledge initiator person, or the organizer and partners of the class activities, but more the students mind listener. In the task-based teaching mode, the teachers teaching design is no longer from the teaching angle of the teacher, but from

48、 the learning angle of the students, the teacher based on fully grasping the students learning interest and experience, designing some tasks and activities content that is close to the life of the students, can stimulate the students interest in learning , let them have an excited state in the whole

49、 class, let them actively participate in the class in the decent study atmosphere, and then which will change the past the college classroom inanimate situation.In addition, at present, according to our countrys college students learning English problems, most of the students foreign language there

50、are existing the problems of learning anxiety, which cause the students in the class have an conflict emotion to answer the questions. Even as long as some students speak, they will feel nervous and unrest, or speak with feelings. but in the task-based teaching, through the establishment of the rela

51、xed classroom atmosphere, group dibision, group discussion activities, it can effectively reduce this kind of anxiety, and then keep them conduct oral communication in the more familiar students environment, and finally in the posttask stage, through the whole team summary, let a single student spea

52、k, they will be no longer anxious because they are fully prepared. Therefore, as we can see, the application of the task-based teaching method can effectively quit the students anxiety emotions, let the do better in the class learning.Furthermore, the application of the task-based teaching approach

53、can provide a real language environment for the college English teaching. the students in the process of completing the task, can continue to consolidate the language knowledge and use the language knowledge. besides the aim of teaching approach is to make the communication of language teaching beco

54、me actualization and the classroom become socialization, thereby, make the students own the opportunity and conditions for converting knowledge and comprehensive application with language skills in the real language environment that the teacher provides. Finally, the benefits of task-based teaching also shows in the process of completing the task, lets the students focus on the meaning of language but not the form of the language , and the