论文答辩材料

重庆师范大学硕士学位论文任务型教学法在初中英语口语教学中的应用及反思硕士研究生：学术3组指导教师： 学科专业：学科教学（英语）所在学院：外国语学院重庆师范大学二0一四年十月OutlineAbstractChapterOneIntroductionChapterTwoLiteratureReview2.1UptakeofELTCurriculumInnovation2.2CommunicativeApproach2.3Task-basedlanguageTeaching2.3.1ForeignStudyonTask-basedLanguageTeaching2.3.2Task-basedChineseTeachingChapterThreeIntroductionofTaskandTask-BasedLanguageTeaching3.1DefinitionofTaskandTask-BasedLanguageTeaching3.2TheoreticalBackgroundofTask-basedLanguageTeaching3.2.1Constructivism3.2.3SecondLanguageAcquisition3.2.3InputHypothesis3.3TheImportanceofTask-BasedLanguageTeachingChapterFourTheNecessityofApplyingTBLTtoOralEnglishTeachinginMiddleSchool4.1TheCurrentSituationofOralEnglishTeachinginMiddleSchool4.2TheComparisonBetweenTask-basedLanguageTeachingAndTraditionalTeachingMethodsInmiddleSchoolSpokenEnglishTeaching4.3TheNecessityofApplyingTask-basedLanguageTeachinginOralClassChapterFiveTheApplicationofTBLTApproachinMiddleOralEnglishTeaching5.1Task-basedLanguageTeachingonOralEnglishTeaching5.2FrameworkofTBLTtoOralEnglishTeaching5.3CaseStudyofTBLTChapterSixTheReflectionofTBLTtoOralEnglishTeachinginMiddleSchool6.1AdvantagesofTBLT6.2DisadvantagesofTBLTChapterSevenConclusionBibliographyAcknowledgementsAbstractTask-basedLanguageTeaching(TBLT),anextensionofCommunicativeApproach(CA),mainlyfocusesontheprincipleof“learningbydoing”.Duringtheprocessoffulfillingthespecifictasks,learnerscanlearntheknowledgeandskillswithtargetlanguageandlearnEnglishinrealsituationsthroughparticipation,communicationandcooperation.ItisalsoanapproachthatisrecommendedtobeappliedinEnglishteachinginNewCurriculumStandardmadebytheMinistryofEducation.WhatthisthesisfocusesonistheapplicationofTBLTtooralEnglishteachinginmiddleschool.Thisthesis,usingliteratureanalysisandpracticeanalysismethods,showsthatTBLTisanefficientandadvancedapproachtoimprovestudents’AdvantagesofTBLT1.NotonlyhelpsstudentslearnEnglish,butalsohelpsstudentslearntousethelanguageinarealworld.2.ImprovespokenEnglishproficiencyeffectively.3.AfterimplementingTBLT,learners’linguisticandcommunicativecompetenceandthinkingabilityetc.aredevelopedverywell.4.TBLTcanalsohelpstudentslearntothinkaboutaquestion,learntomakeadecisionanddealwithanemergency.5.TBLTinvolvesthecollaborationbetweenteacherandlearners,andamonglearners.6.TBLTcangreatlyimprovetheintegratedabilityofastudent.DisadvantagesofTBLT1.Lackofconvinciblefoundationorcriterion.2.TBLTcan’ttelltheinnerrelationshipbetweencertainactivitiesandlearners’currentneeds.3.Learnerswillhavemanylanguageobstacleswhentheycarryonthetask.4.Studentstendtoneglectthelanguageformsandtheywillheavilydependonthecommunicativestrategy.5.TBLTrequiresahighlevelofcreativityandinitiativeonthepartoftheteacher.6.Itisverydifficulttoensurethesystematizationandsequenceoftasks7.Theclassroomisdifficulttocontrol.8.EvaluationofTBLTcanbedifficult.VI.ConclusionTeacher:acreatoroflanguageenvironment；anorganizerofthetask.Student:moreopportunitiestospeakout;confidence;creativity.TBLThasexertedpositiveinfluenceonoralEnglishteachinginMiddleSchool.AndTBLTwillbecontinuingtoexertfundamentalinfluenceonspokenEnglishteachingandlearninginChina.Bibliography[1]Doughty,C.&Pica,T.1986.""InformationGap"Tasks:DoTheyFacilitateSecondLanguageAcquisition?"[J].

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