任务型学科教育下的研究生英语视听说课程改革.doc

任务型学科教育下的研究生英语视听说课

程改革

任务型学科教育下的研究生英语视听说课程改革

新形势下的英语教学要求培养研究生能够用英语有效快速地获取信息，准确用英语传递信息，参与国际间的交流和合作。但是，随着研究生招生规模的不断扩大以及学制的缩短，很多高校研究生英语教学呈现出模式化、传统化、单一化的状况。

新的国家英语课程标准《英语课程标准》(2001)明确指出：英语课程应改变传统的教学模式，强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。在这一形势下，全国各高校陆续开始探讨、实施英语教学改革，其中一条重要思想就是加强学生的听说能力的培养。2008年非英语专业硕士、博士学位研究生英语教学要求对硕士研究生人才的培养在听力和口语能力上都提出了更高要求。

二、任务型教学模式

任务型教学(task-based language teaching，TBLT)是20世纪80年代兴起的语言教学方法，到了90年代成为国际英语教育的主流。任务型教学是一种把语言应用的基本理念转化为具体实践的课堂教学方式，强调在做中学(learning by doing)。该理论立足于学生自身，把学生作为教学的主体，教师从学生学的角度设计出各种教学活动，充分发挥学生的认知能力，调动他们已有的目的语资源，激发他们的学习积极性，使学生在实践中认识并应用目的语。任务型教学以具体的任务为载体，以完成任务为动力，在英语学习过程中通过各种学习活动，使学生运用所学语言知识发展能力。

Nunan(1989)认为，任务型教学由教学目标、信息输入、活

动方式、师生角色、教学环境等要素组成。Willis(1996)把任务型教学过程严格的分成任务前(pre-task)、任务轮(task cycle)和语言焦点(language focus)三个阶段，认为任务型学习活动强调的是学习语言中意义至上、使用至上的原则。Skehan(1998)对任务有如下论述：意义优先，任务完成为主，评估基于任务完成情况。他较为客观地提出了任务的五个主要特征：(1)意义是首要的;(2)有某个交际问题要解决;(3)与真实世界中类似活动有一定的关系;(4)完成任务是首要的考虑;(5)根据任务的结果评估任务的执行情况。

三、任务型教学模式对英语视听说课程改革的启示

1.学生角色的转变

研究生英语视听说课程在任务型教学模式理念的指导下，将改变以往学生被动的学习方式，上课不再是单纯的看或听视频、音频资料，机械地回答问题和做练习，而是在教师设置的任务中增强参与性，有意识、有目的地应用所学语言知识。课堂是场景再现，教师将语言学习和获取信息变为任务交给学生，学生在完成任务的过程中领会和应用语言知识，发展语言技能。在完成任务的过程中，学生始终处于一种积极的、主动的学习心理状态，学习的主动性将得到提高，开口说英语也将成为主动行为。

2.教师角色的转变

传统的教学模式下，教师更多担任的是学习主导者的角色，传授语言文化知识，决定着学习者的学习内容、学习方法、学习途径以及学习效果。根据Willis提出的任务前、任务轮和语言焦点三个阶段来看，任务型教学模式下教师应转换角色为需求分析者、任务设计者与合作者、激励促进者以及监控评估者。也就是说，教师在任务前要认真分析语言习得者的语言需求是什么，如何将语言需求与教学需求、社会需求有效结合从而对实现任务的选择、组织和实施并激发学生对学习语言的兴趣，并对学生进行引导和鼓励，帮助他们不断进步。教师在此过程中以引导、辅助的角色出现在教学中，从而起到中介者的作用。

在视听说课程上，教师可根据学生兴趣和专业发展需要制

定符合学生实际的任务，偏重于学生听与说的能力的培养。通常采用角色扮演、小型辩论、分组讨论等方式导入课程，学生是课程导入的主角，教师的作用是指导、引入。从视听资料搜集到课堂准备，学生都将积极参与，这改变了以往教师唱独角戏的情况。但是此过程中，教师如何设计好任务，配合学生完成学习过程就显得尤为重要。因此，需要教师在任务前充分了解学生语言水平，把握教材重难点，正确选取补充材料。

3.评估模式的转变

评估模式的正确运用是任务型教学法中必不可少的一个环节，在任务实施之前、实施中以及实施后的评估都将为教学的实施提供必要的依据。因此，形成性评估与终极评估相结合的方式，能在整个教学过程中为教师和学生提供必要的信息反馈，从而为教学和学习方法的调整提供及时依据。任务实施过程中的评估有助于教师了解其任务设置中存在的问题，也能帮助学生了解学习中存在的问题，培养学生自主学习能力。学生不只是在课堂上进行听与说的训练，课后还能在任务的驱动下，自主进行训练，从而达到更好的学习效果。

四、结语

任务型教学法在研究生英语视听说教学中能创造出良好的教学和学习氛围，使学习的参与者成为学习的主动参与者，学生的语言实践能力、协作能力、创新思维能力等都将在不同程度上得以提高。

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Take on Listening:Listening and Speaking Strategies Lesson 2 Denise: Excuse me, miss, how much does it cost to ride BART Stranger: Well, that depends on your destination. From here to Glen Park it’s only a dollar ten, but if you go as far as Fremont, it costs a lot more. Tom: We’re going to Berkeley. Do you know what the fare is Stranger: There are two stations in Berkeley. Which one are you interested in Denise: Oh, gee, I’m not sure. We’re from out of town. We’re visiting my sister. She told me her house is just a stone’s throw from the UC Berkeley campus. Which station is that Stranger: The downtown Berkeley station is really close to the university. I’m sure that’s the one you want. Denise: Tom, are you going to remember this, or should I be jotting this down Tom: What is there to write down, Denise The woman is giving us very simple directions. So, how much is the fare to downtown Berkeley Stranger: Let’s go take a look at the map over there. You see, the map shows you how much it costs to go from one station to another. Ah, there it is: two dollars and sixty-five cents. Tom: Two sixty-five That’s highway robbery for such a short distance! Denise: You think that’s expensive Tom from our house to Amherst it costs twice as much as that. Tom: Yeah, but that’s an hour ride. You really get your money’s worth. Stranger: Yeah…Uh…Well, did your sister explain which train to take Tom: Berkeley. WE take the Berkeley train to Berkeley, right Stranger: Well, no actually. That’s just one stop on the Richmond line. Here, let me show you on this map. Here we are a t Powell Street in San Francisco, and it’s basically a straight shot on the Richnond line to the downtown Berkeley station. Denise: Yes, my sister said we wouldn’t have to change trains. Stranger: Uh-oh, what time is it Denise: It’s 8:15. Stranger: You can’t go directly to Berkeley from San Francisco after 8:04. Tom: Uh-oh. Is there another train we can catch Stranger: Don’t worry. You can take the Pittsburg line. Look here, take the Pittsburg line to the 12th Street Station in Oakland, and then transfer to the Richmond train. The Richmond train will stop in Berkeley. Get off at the downtown station. From there you can walk to your sister’s house. Denise: We want to be there by 9 o’clock. If we have to transfer, w e might be late. Do you think we’ll make it in time Stranger: It doesn’t take that long. Let’s see; there’s a train from here at 8:18. It arrives at the 12th Street Oakland station at 8:34. You can get a Richmond train right away at 8:34, and you’ll arrive in Berkeley at 8:46. Tom: Let’s see if I’ve go t this right: We take the 8:18 Pittsburg train and arrive in Oakland at 8:34. Then we take the 8:34 Richmond train to Berkeley. That should be a snap.

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