任务型教学在英语口语中的应用

湖南广播电视大学英语专业本科毕业论文（设计）题目：任务型教学在英语口语中的运用学号：1143001259835姓名：谢晴分校：屈原电大教学点：屈原电大指导教师：张建社湖南广播电视大学教务处制毕业论文（设计）写作过程（此页由学生填写）选题经过近年来，任务型教学在教育界掀起一股热潮，针对这一情况我结合在校实际教育教学情况，仔细探讨任务型教学在初中英语口语教学中的使用原则，效果以及操作过程中的不足之处，将理论结合实际，力求改变农村中学初中生害怕说英语、不会用英语与他人交流、难以培养文化意识的现象，尽力提高他们的语言运用能力及感悟力。

调研与材料准备针对遇到的教学问题对学生展开调查和上网查找相关资料以及翻阅书籍。

初稿写作1. Introduction2. Definitions of task3.Task design principlesThe authenticity principleThe form-function principleThe task dependency principleLearning by doing principleScaffolding principle4.The advantages of Task-based Language Teaching5.Project Design6.Limitations of Task-based Language Teaching7. Conclusion第一次修改内容1.就项目结构进行调整2. 对项目设计进行具体完善第二次修改内容1.修改项目实施部分，删除重复内容2.完善论文中的项目评估部分3.修改结论部分第三次修改内容主要是对文章的格式、行文及段落之间的逻辑性，进行了改进。

指导教师意见一、指导选题、确定论文任务二、合理安排项目设计结构，并分析不足三、指导论文写作方法湖南广播电视大学毕业论文（设计）评审表指导教师评语该生能基本按照英语专业本科毕业设计来完成论文，目的明确，写作态度端正，行文流畅，就任务型教学在英语口语用的运用进行了详细的论述，并有实际运用过程。

对案例有详细的分析，但是文章项目设计结构不是很合理，行文连贯性不是很强，作者应从大方向多思考进行宏观调控，以达到更好写作效果。

指导教师（签名）：张建社2013年11月13日指导成绩及格初审意见该论文基本符合英语专业毕业论文要求，格式较规范，内容较充实，同意指导老师意见。

初审教师（签名）：章静2011年5月15日初审成绩及格终审意见终审教师（签名）： 年 月 日 终审成绩湖南广播电视大学毕业论文（设计）答辩记录表答辩记录答辩主持人答辩小组成员答辩小组秘书答辩日期年月日教师提问学生回答1.2．3.4.答辩小组评语答辩主持人（签名）：年月日答辩成绩Task-based language teaching method atoral English teachingInvestigator： Xie QingAcknowledgementI really appreciate my tutor Mr Zhang, whose help and patient made this project get off the ground and come to a close smoothly.I am also grateful to my colleagues Miss Zhao, Miss Peng for their time spent on discussing teaching methods with.I also thank my students without whose willing participation in the project implementation it would have remained on paper.Last but not the least，thanks are given to my parents who have shared with me my worries and hopefully my ultimate happiness in eventually finishing this project.Abstract:Task-based language teaching (TBLA) has become a heated topicin second language acquisition and EFL teaching in the past twenty years. It transforms the basic ideas of language use into classroom teaching method and brings in great significance in practice. This paper mainly makes an attempt to explore the advantages and disadvantages of task-based language teaching on the basis of reviewing its development. Furthermore, certain implications are pointed out so as to improve the task-based language teaching in real practice.Key Words: task-based language teaching, task, implicationContents1.Introduction (8)2.Definitions.of.task (9)3.Task design principles (10)The authenticity principleThe form-function principleThe task dependency principleLearning by doing principleScaffolding principle4The advantages of Task-based Language Teaching (13)5 Project Design (14)6.Limitations of Task-based Language Teaching (17)7. Conclusion (18)1.IntroductionI am from Yueyang City in Hunan. My name is Xie Qing.My English name is Sunny.I often say to my students:I was born on a sunny day. I am a middle school English teacher. I have already taught English for over 10 years.I am thirty-one years old this year. I enjoy teaching English and I like my students very much.I think they like me too,although sometimes I am not very gentle.I want to make progress with them and grow with them.Task-based (TBLT) language teaching has slowly emerged since the 1983s to challenge the traditional itemized form-based methodology and it is regarded as one particular development within the boarder "communicative approach"(Littlewood, 2004). Originally developed by N Prabhu(1987), TBLT is based on the belief that students may learn more effectively when their minds are focused on the task, rather than on the language they are using. In task-based learning, the tasks are central to the learning activity. Students perform tasks in English, which involves experience, practice, anticipation, communication and cooperation, thus developing their comprehensive ability of language use in the course of English teaching. That is, all language items are presented to the students in the form of activity. Students learn language by practicing them, so that they can understand and put them into actual use.In the 1990's, task-based got its strong theoretical background. Later different task-based approaches exists, but one underlying principle holds for all the approaches is to place the emphasis firmly on activities or tasks that learners do in class. Willis (1996) offers five principles for the implementation of a task-based approach. They are:1. There should be exposure to worthwhile and authentic language.2. There should be use of language.3. Tasks should motivate learners to engage in language use.4. There should be a focus on language at some points in a task cycle.5. The focus on language should be more or less prominent at different times.In recent years, TBLT has drawn public attention in China. New course books for Middle High Schools, Published by People's Educational Press, have also adopted such kind of approach. There are different kinds of tasks for students to achieve. Their minds are in an active state. In order to achieve these tasks, students have to focus on the meaning and try to use the lingual or non-lingual resources. In the process of doing so, they use the language item naturally, creating an internalized environment for language acquisition.Therefore, this important language-teaching mode is gaining more and more popularity and also worth great attention and discussion.2. Definitions of taskWhen we are to talk about the concept of "task"", the first thing we need to do is to decide just what we mean by the term itself in language learning and teaching. It is quite difficult to define the term “task”. Many researchers have given their explanation or concept of it in a variety of ways.Prabhu（1987）regarded that “A task is an activity which required learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process.”Nunan（1989）thought “The communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.” Also he analyzed the framework of communicative tasks from the following six aspects: 1) goals; 2) input;3) activities; 4) settings; 5) learner role; 6) teacher role.While, Skehan(1998) defined a task as an activity in which 1) meaning is primary; 2) learners are not given other people's meanings to regurgitate; 3)there is some sort of relationship to comparable real-world activities ; 4) task completion has priority , and 5) the assessment of the task is in term of outcome.Richards（2001）considers a task as an activity or a goal that is carried out using language, such as finding a solution to a puzzle, reading a map and giving directions, making a telephone call, writing a letter, or reading a set of instructions and assembling a toy.)From the above varied definitions, we can easily find out at least three basic features of one task: 1) to attain an objective 2) meaning is emphasized; 3) communication-oriented and requiring the language to be used.To sum up, task could be defined basically as follows:A task is an activity that requires learners to use the target language, with meaning at the core, to achieve an objective.However, task is different from activity and exercise. It does not include activities which involve language use for practice or display, such as ‘Describe the picture using the words and phrases from the list below’ or ‘Ask your partner if he likes the food listed here using the forms Do you like…? Yes, I do/ No, I don’t.’ where there is no outcome or purpose other than practice of pre-specified language. And compared with exercise, task has a nonlinguistic outcome while the latter has a linguistic outcome. Skehan (1998) thinks that the information gap is the most important in distinguishing task and exercise. Task usually has theinformation, but an Exercise doesn't. For example, a teacher’s explanation or a student’s copying activity doesn't belong to a task, but an exercise.3. Task design principlesTask is the central to the task-based language teaching. Professor Gong Yafu(2003) lists a few principles on teaching with tasks as following: The authenticity principleThe linguistic data that learners work with should be authentic. Task should provide learners with explicit and authentic information from the real world. The relationship between linguistic form and communicative function are clear to the learner.Also, the language environment and language form need to be coherent with the practical language function and regular pattern so that learners can experience and master language in a real or simulated situation. Also, it is important to combine the tasks with learners’ personal experience and social lifeThe form-function principleTeach language in ways that make relationships between form and function transparent. Attention must be paid to the combination of linguistic form and function in task design.The task dependency principleTasks should be designed in the order from simplest to the most complex and easiest to the most difficult.A series of tasks in a unit of work or in a semester forms a kind of pedagogical ladder, each task representing a rung on the ladder, enabling the learner to reach higher and higher levels of communicative performance.Learning by doing principleThe teachers should direct learners to learn language by performing specific activities, to conduct language activities for the special purposes and enjoy the happiness of success through completing certain communicative tasks.Learning by doing motivates students to fulfill their potential and enhance their interest as well as enthusiasm in learning. Learners master the language by using it communicatively in the classroom, although they still have to learn grammar and memorize vocabulary.Scaffolding principleProper concerns and supports should be given to learners in language teaching, just as scaffold for constructing a building.Language learning is a gradually developing process in which sufficient help given by teacher is significant for learner’s progress. Scaffolding is a process of ‘setting up’ the situation to make the child’s entry easy and successful and then gradually pulling back and handingthe road to the child as he becomes skilled enough to manage it. The basic principles of Task-based Language Teaching point in the classroom teaching to make students and teacher to complete some tasks together, make the language learner study naturally , language acquisition more easily, help the foreign language to make progress.Therefore, the task teaching method describes rather than stipulate the method for working, aims at students complete a series of tasks to combine to gradually improve his/her own social intercourse ability[1].Changing follows behind the development of society, the educationprinciple for"make people the focus", "take student as focus" and "theteachers and the students interact" of "take social intercourse as a purpose"and teaching means for example the multimedia all become the evaluation ofthe modern foreign language education quality standard[2]I am engaged in English in the village high school teaching nearly 10 years,profoundly realize to take up a post putting forward of Task-based teachingmethod since is to student of further request, also is to the challenge ofthe teacher's higher paratively speaking, the speaking ability ofstudents in the village high school is worse.Teaching language ascommunication thinks that the contents of oral English teaching should bethe combination of language teaching and making use of the language in varioussituations, attain the goal of education of developing the social abilitytogether.One’s social speaking ability includes pronunciation, intonation,grammartical norms, use a phrase fit;master the rules of talking, understandcultural characteristic, use useful expressions and correct body languageunder the particular scene or the social intercourse situation;Acquaint withthe strategy of social intercourse, will use conversation technique and theexploitation non- language means to overcome the social intercoursedifficulty aroused by speech shortage.As a result of investigating theability of listening, speaking, reading, writing of students, students whocan make conversations with teacher take up 19.2%.When students spoke English,33.6% of the students felt shy, 27.5%of the students felt too nervous tospeak, only 25.4% of the students took pleasure in using English but thestudents who can make conversations freely,communicating with otherssuccessfully only take up 13.4%.)As a teacher, I am just get in touch with Task-based Teaching for two yearsand know the application in the oral english teaching and it does acomparison with the teaching method of 5, 6 years ago,I discover the shortage of traditional oral English teaching:(1)traditional type in oral teaching emphasize on the accuracy great majorities that we adopted before all heard method, namely makes the student again and again and mechanically drill a phonetic structure form and neglected the contents and meaning of language, the student used flexibly the ability that the language carried on social intercourse to can not get development. Some teachers request to the language although is enough thin, enough strict, let the student drill phrasing structure again and again until can completely remember, if give them concrete scenario, they still can’t carry on social intercourse.(2)Pure speech teaching for the past several decades time in, the vernacular speech teaching was over-emphasized to teach a speech, I remembered I ascend junior high school of time the first lesson studied 48 phonemes, again and again practicing of a time per time.What student had remembered at that time and later on forgot right away, the pronunciation also having was getting more quasi-, but still couldn't reach his/her own thought with the coherent sex earth's surface of English.(3)Majority of teachers let students to pursue some questions with obvious answer or describe the facts that is normal. Some teachers advise students to remember the text, to let the students to imitate or practice to speak out. Those acts ignore the situation of the dialogue. The students also can not use it properly either.With the increasing popularity of Task-based Language Teaching(TBLT),some teachers wonder what differences there arebetween PPP and TBLT.Willis uses two figures to demonstrate their differences. Task-based Language Teaching(TBLT)Pre-taskIntroduce ataskWhile-taskPlanningreportPPPPresentationsingle“new”itemPractice of newitem:drills.exercises,dialogueProduction: activity or role play4. The Advantages of Task-based Language TeachingTask-based language teaching demonstrates a number of advantages for enhancing language learning. One of them is that it provides an interactive learning environment to promote interactive language learning and the opportunity for authentic use of the target language. Such interactive language learning experience is in congruence with the discourse-based second language acquisition theories which emphasize the role communicative interaction plays in second language learning. Besides, for the students, the authentic material will sustain interest, increase enjoyment and build confidence, enabling students to communicate successfully and fluently.Secondly, Task-based language teaching ensures the learner-centeredness. It challenges the traditional teaching model during which it is always teacher-centered and too much emphasis is laid on linguistic knowledge and grammar. With TBLT, the teacher can designs teaching tasks and get the students involved in the learning activities. So the students may cooperate with each other and think actively by practicing English. Here teacher may be a task-designer, a hierophant, a monitor, or an assess mentor. What role would the teacher play depends on the step of the task.Thirdly, in the course of accomplishing the assigned tasks by the teacher, students are required to cooperate or discuss with each other by communicating frequently, so learning now becomes more active and activities become more communicative, which may improve their ability of cooperative language learning and autonomous learning as well as communication.And also, TBLT combines the input and output properly. Different linguistic features and integration of the four skills (listening, speaking, reading and writing) could be easily acquired by learning by doing. So, TBLT may help enhance learners’ learning motivation and acquisition of the target language. In addition to that, it may as well develop students’ language awareness, enabling them to perceive and understand patterns and then apply them in their own speech and writing.5.Project DesignThen I want to talk about my ideas of the Task-based Teaching according to some specific cases:GO for it!-(Book Three)-Unit One-How often do you do exercise?)1.Teaching target(1)Talk about the affair that do usually over the weekend;(2)Talk about the frequency of doing some activities;(3)Understand how to raise own English level;(4)Understand which foods is a junk food, What kinds of food we should eat in our daily life and how to keep fit.nguage target(1)- What do you usually do on weekends?- I sometimes go to the beach.(2)- How often do you eat vegetables?- Every day.(3)- Most of the students do homework every day.3.Unit taskTask 1:Whose weekend is the most meaningful?Talk about its reason.Task 2:How many extral activities are reasonable?Task 3:How to raise own English level?Task 4:See which student do it best !Task 5:Ask student to search the daily life and favour of some famous people on line and comumunication.4.Teaching processStep 1).Pre-task:whose weekend is the most meaningful?Combine to speak its reason.Names Activitiesyou guess Activities he | she doesLi Ming:Go to the cinema Watch TV at home①Lead-in Do you know your classmates | or your close friends well?Do you know what they usually do on weekends?...②Fill in the name of three of your classmates or friends in the form, first guess What they did over the weekend, then check if you are right actually (in addition to ask him what he did over the weekend, also inquire ask them why they want to do those matters)③Group activity:Each student report the result ,then appraise who spend the weekend the best in the group.④The representative of each group makes a report to the whole class, then elect who spend the weekend the best in the class.⑤The language that needs in the task:● What the do you usually do on weekends?I usually watch TV at home.● Why the do you like watching TV?Because it's relaxing.● The Do you usually do your homework on weekends?Yes, I do.| No, I don't.Step 2).While-task:How many extracurricular activity are reasonable?①Lead-inmakes the students talk about what they can do everyday besides studing.For example:play computer games, do exercise, read books.②Let each student fill in a following form:How often do you …?(Activity) Once a week Twice a week Three the times a week Once a month etc. read English bookslisten to English songstalk in Englishwrite a diary in English③Group activity:4 students make up a group to ask questions and answer, and make a record.④According to recording , sorting and statistics percentage that each activity corresponds.⑤Write into a survey (the small short composition )analyse students’activities carry on too many or too little.⑥ the language that the task needs:● How the often do you watch TV?● Is it too much?● Yes, it is.|No, it isn't.● Is it good for your study| eyes|...?Step 3).Post-task:How to raise own English level?The purpose of this activity makes the student further make use of the language knowledge for learning.①If we want to improve our English, what can we do?(Let the student discuss the above problems freely, the teacher helps.)②Divide the classmates who learn English better into each group, make an interview to them and know more about him|her: how did they study English? Notice:Change the verbs and the frequency adverbials according to the different situation.③Let the student summarize the effective method of study English according to the contents filling in in the form.④Complete the language that the task needs:● How often do you...?● Do you listen to English the on the radio every day?● What else do you do?● Do your parents help you with your English?Step 4)Assessmentsee which student do the best!(1)The group representatives make collective report of the method of each group,summary English studying,then based on the review of the group, the whole class reviews with each other, the teacher always review, and judge and decide the most effective method of English studies;(2)write the report and put it up to make students communicate better. Step 5.Homeworkasks student to search the daily life and favour of domestic and international celebrity online.According to task contents, make the student personal or the group collect his/her own interested in domestic and international celebrity online and control how to use the ability that obtains an information.These can be seeked from the article of introducing celebrityor personal data, respectively of achievement report to the class, and complete a related short composition.This teaching plan embodied a few characteristics of Task-based Teaching: (1) excellent turn a combination of multimedia, pursue studies to living to establish a real scene:(2) organization some oral activities,train the students’ speaking skills;(3) design teaching task, raise the fluency of students’ speaking.(4) train student cross-cultural consciousness, ensure proper forms(5) organize students’ cooperation of task completion, overcome the emotion obstacle in the oral social intercourse.6. Limitations of Tasked-based Language TeachingIt is hard to design or select proper tasks, especially for different classes. There are many debates in the field of TBLT. For example, how to choose a task, including the degree of the task complexity, the arrangement of the task, which means tasks are interacted with each other. How can we establish hierarchy to suit the cognitive level of the students? Sometimes it is really a tough problem to deal with.TBLT will be difficult to implement if teachers and learners are lack of creativity, initiative, cooperation and resources. Only when teachers are well trained can TBLT be fully put into practice. They should know clearly about the special role at different stage in the process of classroom teaching. Some teachers are not systematically trained to understand and master task-based methodology. Undoubtedly, conduction of TBLT will not achieve the predicated effect under such condition.Another problem for practicing TBLT is due to the size of class. The final goal of TBLT is to make the students master the knowledge and skills by accomplishing tasks. So the duty of the teacher is not only to ask the students to finish the tasks but to guarantee that they have really learned the language knowledge. Concerning that, there should not be too many students in one class so as for the teacher to control the whole process. But nowadays in China, the majority of classes consist of many students due to the lack of teaching facility. Sometimes, the classroom just looks like a chaos because it is difficult to control such a big class. Under such condition it is really difficult to achieve the ideal goals with TBLT.In accomplishing the task, learners tend to neglect language forms and heavily depend on the communicative strategy. In the course of TBLT, the students are always required to accomplish the tasks by cooperating and communicating with each other. Too much emphasis on communicating in the target language may make students concentrate mainly on the meaning and thus neglect the importance of language forms.Besides, assessment of TBLT can be difficult. The assessments should be multiple. Generally speaking, a combination of teacher assessment, self-assessment and group assessment may best describe the task accomplishment of the students. However, students are different from each other with specific intelligence and interests. But it is impossible to set up absolutely proper criterion, so it is a tough work to evaluate the results of the task accomplishments.7.ConclusionTo raise the teaching ability of oral English of junior high school English ,I think we should follow the following:1) Clarifying the connotation of English communicative ability. Oral communication is the basic form of verbal communication activity of human beings, is a kind of active, positive communicative behavior.2)Adhere to improve oral communication ability in order. Oral communication ability is the language balance of accuracy and fluency, is the unity of the suitable and appropriate about language.(3)To explore the way to improve the oral communication ability. Teachers should constantly explore in practice, combined with the actual students and classroom teaching, to find the method which is more suitable for oral English Teaching in junior middle municative competence is the ultimate goal of language courses, is to pay attention to language use rather than language grammar, language fluency rather than accuracy, and the language of the real situation and the students, so that students can learn to use teaching language can not be evolved in the real world. Task-based teaching can also have debates or discussion according to students' interest, talk about the the topic and role play they interested.Task-based teaching method is a kind of people-oriented, effective teaching method can reflect the value of language, including the principles and concepts of teaching advanced, but it should be effectively applied to foreign language teaching in the middle school, English teaching practitioners must understand the essence of task and the nature of task-based language teaching, and task the basic principle of design.In a word, task-based teaching is a trend of English Teaching in China, is worth exploring. We should understand the tasks of teaching scientifically, we must carefully study, only by starting from the perspective of learners,a careful scrutiny of each knowledge point, designed for students, to construct a series of typical "task", let students experience their subjectivity in finishing the task independently, to grasp the knowledge, skills and methods, enable the students to have the sense of achievement, sense of honor, so our teaching will get twice the result with half work. Let us work together, continue to explore, to further promote the development of middle school English teaching.References:[1]夏纪梅.现代外语课程设计实践与理论[M].上海：上海外语教育出版社,2003.[2] Breen M. P. Learner Contribution to Task Design [A]. Candlin C N, Murphy D. Language Learning Tasks [C ]. Englewood Cliffs, NJ: Prentice Hall International, 1987.。