弓艳芳的论文

晋中学院本科毕业论文（设计）题目网络多媒体任务教学法在大学英语中的应用院系外国语学院专业英语姓名弓艳芳学号0803111105学习年限 2008 年9月至2012年7月指导教师宋静职称副教授申请学位文学学士学位2012年 5 月 7 日AcknowledgementsI wish to express my heart-felt thanks to many people who have contributed to this thesis. Without their help, this thesis would not have been finished.First and foremost, I am grateful to my respected supervisor, Professor Song Jing who extended timely help in solving my problems and provided me with directions, insights and scholastic guidance to complete my thesis. She has given me valuable suggestions by means of her eternal patience, careful reading, and generosity in spending her time commenting and discussing the questions concerned in this thesis, which are sources of my confidence in accomplishing this thesis.My thanks also go to all the professors and teachers who have taught me in the past four years of my study. It is their profound knowledge and excellent lectures that lead me into the field of linguistics, which consequently helps me to finish this thesis.Last but not least, I am supposed to offer special thanks to my parents, whose constant support and encouragement are indispensable to my study. Meanwhile, my sincere gratitude goes to all my classmates for their generous help and care.Application of Task-based Approach in CET under Internet-assistedMultimediaAbstract: With the new English teaching reform, methods of English teaching become more and more important. How to improve students’integrated skills under the new learning circumstance and media? How to carry out the new course with the new teaching theories? How to improve students’skills of autonomic learning…: All these problems need to be solved. Facing the chances and challenges offered by globalization, especially under the computer network and multimedia environment, we have to think about such a question, that is, how to change the traditional teacher-oriented teaching and learning rules into innovative ones. As a new approach, Task-based Approach (TBA) has become more and more prevalent in the English teaching method. It makes the students-focused core of the approach. In the process of finishing tasks, the interaction between teachers and students will help the students acquire language naturally and cultivate their communicative competence instead of leading to the emotion of “negative learning”. What’s more，the advantage of the modern teaching facility—Internet-assisted multimedia can be shown in assisting the English learning which is helpful to provide a plenty of information in limited time and to create a vivid scene for learning.Key words: Internet-assisted multimedia; Task-based Approach; English learning and teaching网络多媒体任务教学法在大学英语中的应用学生姓名弓艳芳指导教师宋静摘要: 随着新一轮英语教学改革的推进，英语教学方法变得尤其重要。

那么，如何才能在新的学习背景和媒体下促进学生的综合能力？如何在新的教学理论下讲课？如何才能提高学生的自主学习能力……：所有这一系列问题都有待解决。

随着新时期全球化所带来的机遇，特别是在计算机网络多媒体环境背景下，我们需去思考这样一个问题，那就是，如何通过改革改变过去的以教师为中心的教学和学习模式。

作为一种新理论，任务教学法已经在外语教学研究中产生了重大影响。

其核心是以学习者为中心，通过师生共同完成语言教学任务，使学生不但能避免消极学习，并且能自然习得语言，提高其语言使用能力。

网络多媒体在任务教学法中体现出其应用优势。

它使学生在有限的时间内得到大量的信息成为可能，并且能帮助老师形成一定教学氛围。

关键词：多媒体教学；任务型教学法；英语学习与教学Table of Contents Acknowledgements (i)Abstract in English (ii)Abstract in Chinese..................................................................... . (iii)Table of C ontents (iv)Ⅰ Introduction (1)Ⅱ Literature Review (1)ⅢApplication of Task-based Approach in CET (3)3.1 Necessity of Task-based Approach (3)3.1.1 Problems in CET (4)3.1.2 Function of task-based approach (5)3.2 Feasibility of task-based approach (6)3.2.1 Adaptability of teachers and students (6)3.2.2 Adaptability of teaching environment (8)Ⅳ Application of Task-based Approach under Internet-assisted Multimedia (9)4.1 Rationale of the help of internet-assisted multimedia (9)4.2 Function of Internet-assisted multimedia (10)4.3 Strategy of application under Internet-assisted multimedia (11)4.3.1 Strategy of application in pre-task (12)4.3.2 Strategy of application in task (13)4.3.3 Strategy of application in post-task (14)4.4 Problems and solutions in the application (15)Ⅴ Conclusion (15)Bibliography (17)Ⅰ IntroductionWith China entering into the WTO, there is an increasing need for a large number of professionals and highly qualified persons from different fields who have capability of communicating with foreigners directly. As for the teaching aspect, what we have to do is try our best to cultivate students’communicative competence efficiently and quickly. However, the fact is that most of the college students can get much high scores but poor oral English and low confidence. Therefore, developing learners’comprehensive competence, such as language competence, critical inquiry, analysis, collaborative and autonomous learning abilities has been treated as the ultimate goal of English education by many educators. Therefore, the innovative approach, Task-based Approach has become more and more prevalent among the English teaching methods. However, there are still many problems, for example, teachers can not provide enough authentic materials in 45 minutes and students can not get teacher’s help promptly when the class is too large. Hence, we need to solve the problems in other ways, e.g. the Internet-assisted multimedia teaching which is a marvelous way to minimize or deal with the problems mentioned above. In modern times the use of computer technology has attracted the attention of the teaching community. With the emergence of the Internet, the growth of interests in technology is aroused. It is beyond doubt that the Internet and computers can add enormous potential to language teaching and learning, provided that teachers and learners know how to make the most of the technology. This thesis consists of 5 chapters. In the 1st two chapters, there are an introduction and a literature review covering the related studies in the present research. In the 3rd Chapter, it will state the necessity and feasibility of the application of Task-based Approach in CET (College English Teaching). Then in the 4th chapter, it will show why to apply Task-based Approach under Internet-assisted multimedia and how to combine them together appropriately. Finally it reveals some limitations for effective application of Task-based Approach under Internet-assisted multimedia.ⅡLiterature ReviewTask-based Approach has slowly emerged since the 1983s to challenge the traditional itemized form-based methodology. It is regarded as one particular developmentwithin the boarder Communicative Approach. Originally developed by N. Prabhu in 1987, Task-based Approach takes psychological theory as its theoretical basis. Psychological theory includes cognitive theory and social-interactive theory. Cognitive theory believes that language learning is a process in which people can receive information, process information and then put the information into practice. Information processing is a key to language learning, which involves input, attention, work memory and output (Skehan, 1998). Task is part of input and the carrier of the target language. Social interactive theory insists that the best way to learn language is through interaction. 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 to develop their comprehensive ability of language use in the course of English teaching. In another word, all language items are presented to the students in the form of activities. Students learn language by practicing them, so they can understand and put them into actual use. In the 1990s, Task-based Approach got its strong theoretical background. Although later different Task-based Approaches exist, one underlying principle holding for all the approaches is to place the emphasis firmly on tasks or activities that learners do in class. In recent years, Task-based Approach has drawn public attention in China. The study of the approach went through three stages: the introduction of Task-based Approach, the localization of Task-based Approach, the practice of Task-based Approach. Many important monographs are produced just like Task-based Language Teaching by Professor Chen in 2004; Task-based Language Teaching by Professor Luo in 2011. New course books for Middle Schools, p ublished by People’s Educational Press, have also adopted such kind of approach. This important language-teaching mode is worth great attention and discussion.Computer-assisted English Language Teaching and Learning (CALL) has been a buzz-word in language education for the past few decades. Now, it has mature guidance theories developed by both foreign and domestic scholars. The present research, which is mainly descriptive in nature, is intended to observe how learners have been influenced by CALL in the light of motivation, learner autonomy, learning strategies and cooperative and interactive learning. According to Warschauer and Healey, the development of the CALL went through three periods: behaviorist CALL, communicative CALL and integrativeCALL. Each period corresponded to a certain pedagogical theory. The participation of the Internet in modern foreign language teaching has brought great challenges to teaching concepts, teaching models, teaching methods, teaching means, and to a still wider range of language learning and teaching materials. Its great influence and challenge should be really realized and met. The Internet is a decentralized network of computer networks which connects thousands of computer users in many countries. Each network links computers just like highways connecting cities, to facilitate the exchange of ideas. The Internet began about 20 years ago as an experiment by the Defense Department of USA. It is now considered as a sophisticated Information Super Highway. The popularization of modem multimedia personal computers provides technological assurance for the progress of foreign language teaching. And the Internet not only offers greatly expanded opportunities for language learners to communicate with native speakers or others promptly and inexpensively; but also offers access to the most update and abundant information throughout the world. In China many educators place greater emphasis on language use in authentic social contexts and integrate various language skills and Internet-assisted multimedia into language learning process. Internet-assisted multimedia modes of teaching and learning can increase the variety or diversity of learning opportunities and the quality of the learning experience in making input of more varied kind learnable and accessible to each individual. Learner-qualitatively different learning modes in Internet-assisted multimedia may increase the effectiveness of instruction for some individuals or populations of learners. In short, Internet-assisted multimedia promotes a better learning/ teaching process.ⅢApplication of Task-based Approach in CETTBA seems to be a promising path to pursue.In 2001, the new National English Curriculum of China (for middle school students)and College English Curriculum Requirements recommend the use of the TBA in English teaching in order to overcome the current problems of English language teaching in China.3.1 Necessity of Task-based ApproachIt is true that Chinese college students have learned English for a long time, but mostof them can not communicate with foreigners in English which can not meet society demand. Generally, learners in a teacher-led classroom can hardly get any chances to manage their own conversation. In order to overcome the current problems of English language teaching in China, TBA seems to be a promising path to pursue.3.1.1 Problems in CETCollege English Teaching (CET) has become a social universal focus. Although certain progress has been made in CET in the 20 years, the gap between the demand of society and the CET grows large. A survey carried out by professor Wang reflects the effect of the present CET and analyses the contributing factors for the time-consuming and inefficient CET, based on the analysis of 293 students selected randomly in Shanxi College of Economics and Trades. The article shows that though the time spent in learning English accounts for the largest share, most students (about 80%) are dissatisfied with their effect of English learning in the first two years in college which is far away from their expectation in advance. In addition, as for the culture related closely to English of which they just have a poor understanding. There are four reasons contributing to that.First of all, the traditional notion of learning which has been out-of-date rooted in the minds of the teachers and students. They think what they should teach or learn are the knowledge in the textbook through remembering. As a result, all that teachers do is teaching words and grammars no matter whether students can receive it or not. As for students what they do is just listening, remembering, taking examination and forgetting.Secondly, due to the influence of circumstance, the teaching goal is to help students get scores as high as possible. However, it goes counter to the nature of language teaching. English teachers teach students not only how to use English but also how to communicate in English. The fact is that we spend much time and energy in learning a language just to find that we can not use it. At this time the second language teaching makes no sense.Thirdly, the material of English teaching can no longer adapt to the social development and practical application requirements. Teaching material carries the knowledge of language and underlines the teaching process. The purpose of foreign language teaching is not only to cultivate language skills but also to make students get information and communicate in English. In addition, they still need to deal well withcross-cultural communication. The current teaching materials can not reflect the latest development of social culture. Without practical information, it is hard to raise students’interest in English and improve their communication ability.Lastly, the students learn English passively. Students are the main body of language learning and are the connotation of the teaching process. Whether you teach bad or well depends on them. But the most popular teaching mode is still full of irrigation crammers, so that students bare no learning ability and lack interests in English as well as power for learning.To come to a conclusion, the nowaday College English teaching still focuses on English linguistics remembering other than improve students’ communicative competence and learning ability. The students still learn English passively.3.1.2 Function of task-based approachTask-based Approach demonstrates a number of advantages for enhancing college English teaching. One of them is Task-based Approach focusing now on process rather than product, and on how to learn rather than what to learn. The task, rather than being a unit of grammar to be digested, or a collection of lexical items to be remembered, is a means of using the language in order to learn the language. It helps students who have to solve communication problems in real life. Learning is internalized as linguistic competence.First of all, Task-based Approach 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 TBA, the teacher can design 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 the teacher may be a task-designer, a hierophant, a monitor, or an assess mentor. What role the teacher plays will depend on the steps of the task.Secondly, 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 insecond language learning. Besides, for the students, the authentic material will sustain interest, increase enjoyment and build confidence, enabling students to communicate successfully and fluently.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, TBA combines the input and output properly. Different linguistic features and integration of the four skills (listening, speaking, reading and writing) can be easily acquired by learning by doing. So, TBA 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.3.2 Feasibility of task-based approachRecently, the Education Administrative Departments at all levels, more and more research departments and school leaders of all kinds realize that the importance of Task-based Approach should get enough attention to achieve a better compliment. Can TBA really be carried out well in college English class?3.2.1 Adaptability of teachers and studentsDespite the fact that many scholars realized that the most difficult thing for TBA to enter the classroom is to train more teachers. With the dissemination of TBA, there should be much more work being done to introduce TBA systematically and there will be much discussion of how tasks are actually implemented in English classroom within the context of Chinese culture. At the present, a great deal of controversy remains over the consensus of the term “task” and how to practice Task-based Approach. However, currently many theoretical discussions have been undertaken to clarify confusions on Task-based Approach; few practical and feasible experiments have been done to prove this new teaching concept in China. As the organizer of the class, the teacher needs to seek ways of knowing how thestudents were involved in the process, so the teacher could make adjustments in light of the learners’perceptions of relevance and their readiness to learn. Such teacher-students negotiation ensures that as many students as possible in a mixed-ability class grasp the nature of the tasks. The teacher supplies the correct target form by reformulating or recasting what the students have said, therefore the students would be more aware of their mistakes. At the very beginning of the practice of TBA, teachers must be patient and design the tasks carefully. After 6 years of teacher-centered class English teaching in junior and senior middle school, most of the first year college students get used to sitting there and listening to the teacher. They feel it strange to become the center of the class and it is weird to discuss in English. So in the first class, the teacher must explain why and how they are going to use this way of learning English, make the students aware of the importance to practice oral English. Teacher’s speaking speed should somehow be slower than the normal speed, making sure that most students can understand the teacher. For some time writing on blackboard is welcomed by the inferior students. Primarily, tasks should arouse the students’ interest. And the difficulty of the tasks should be moderate. It should be above the students’ present level,but after their trying they can solve it. By accomplishing the task, the students will be encouraged and inspired because they learn something new. With the new added self-confidence, they are willing to go to the next step. All above is what the teacher needs in a Task-based class. It is not difficult to do well by college teachers after certain training.Learners in a teacher-led classroom can hardly get any chances to manage their own conversations, exercise discourse skills, or experiment and put to meaningful use whatever target language they can recall. With this in mind, they may regard classrooms as impoverished learning environments in China, and it is necessary to change such situation. Students in the TBA Experimental classes should also learn some knowledge about the TBA theory, and of course this information should be given by the teacher. The most apparent characteristic of the students in TBA class is that they are the center of the class. Although they will be asked by the teacher to finish the tasks, they should do it actively and forwardly. They will give the oral report even when they are not quite sure of the correctness of it, because the group members and teacher can give them the feedback andhelp. Students should learn to get the usefulness from the feedback and group member’s comment. They will consider the disagreements and arguments with the group members as useful when they learn something from that.At college level, learners have already equipped themselves with considerable language knowledge, language competence but communicative competence is not good enough. So they are eager to communicate in the target language with the increasing needs of communication skill from the society. College students can make discussion or express their ideas based on some topics. Besides, college students hold certain autonomy, and have more free time to budget so that they can do a lot of readings and preparations for task-based classroom. Therefore, the TBLT can be conducted among the students at college level.3.2.2 Adaptability of teaching environmentAlthough the demand of the teaching environment for Task-based Approach is much higher, it is still adaptable to apply Task-based Approach in CET. As we all know that most teachers in college get high degree of English level and get the latest teaching notion. As for students, after ten years of learning, also it is not too difficult to take into the activity in class.Practice has proved that the Task-based Approach in TESL environment where the immigration or those who study the language or use it as the official language works well. Fortunately with China entering in WTO, many foreigners come to China. In order to support themselves most of them are happy to be English teachers for Chinese students. So the students get more chances to communicate with the native speakers and can make instant feedback, after they do the task in foreign teacher’s classroom. Besides, many other foreigners would like to make friends with Chinese to make progress in Chinese. Besides, many college students can get several foreign teachers or friends through internet. That has provided a good chance for students to be exposed to true English.Unlike the primary English education, students in college do not worry about the score of their tests. So they can have more chance to choose what they really need to finish a task without worrying about the time, because they get much free time. As for teachers, similarly they can have enough time to design a perfect task. The biggest factor ---societyalso meets the demand. All that the employer needs is communicating skill, rather than high score.ⅣApplication of Task-based Approach under Internet-assisted MultimediaTask-based Approach seems to be a promising path to pursue. It lays emphasis on the authenticity of the materials. As we all know if there is only the textbook we can not finish the task perfectly. Students need more information. Internet- assisted multimedia can help. Besides, it also can create certain circumstance for learning.4.1 Rationale of the help of internet-assisted multimediaBoth Task-based Approach and Internet-assisted multimedia take Constructivism as their own underlying theory. Constructivism is a philosophy of learning based on the premise that knowledge is constructed by the individual through his or her interactions with the environment. It has its roots in the constructivist movement of cognitive psychology, which holds that individuals gradually build their own understanding of the world through experience. Thus, from the constructivist viewpoint, the learner is an active processor of information. This is in sharp contrast to Behaviorism, for example, in which the learner is viewed as a passive recipient of information. A more pragmatic view of Constructivism is to maintain that knowledge is the product of many learner-centered processes, to include the social process of communication and negotiation. However, according to Brooks (1995), the constructivist approach is more than just activities. In not treating students as passive learners, more respect is shown to students as learners and as human beings. It is very important for the instructor to be aware of initial student misunderstandings to provide the kinds of experiences that will allow the student to learn. It is this pragmatic view of constructivism that provides the philosophical basis for this article. Jonassen suggested that Constructivism should be applied to distance education and proposed a constructivist design model for online learning that included the following guidelines: Focus on knowledge construction, not reproduction; present authentic tasks that provide real world case-based learning environments; foster reflective practice, and enable context and content dependent knowledge construction; support collaborative constructionof knowledge through social negotiation, not competition among learners for recognition. Task-based approach is brought up basing upon the above theories. As the motivation of Internet-assisted multimedia is also Constructivism which lays emphasis on the fact that students are the main bodies of language teaching and learning. Therefore, Task-based Approach and Internet-assisted multimedia teaching are interlinked. In other words, the Task-based Approach under Internet-assisted multimedia can help us form a relatively integrated college English teaching system.4.2Function of Internet-assisted multimediaThe Internet can create an environment very suitable for learning. Firstly, it is about authentic interaction with real audiences. The Internet provides a context for communicating with other speakers in authentic situation. For example, with the “key pals”, students can participate in real writing with their peers of the same age, and similar interests. Linking up to a chat room, they can talk with real native speakers. It also enhances student-teacher and student-student interaction by allowing students to initiate communication with each other or with the teacher outside classroom and by providing authentic ways to communicate. Secondly, it is relating to authentic tasks for more language exposure and output. Taking writing for example, it is more social than the isolated act we often associate with text production. In a network setting, writing is actually a kind of communication for a purpose to various real people. Students not only share information, but also exchange perspectives and views with others to solve problems jointly. Besides, the authentic task of writing allows students to expand their language exposure through a variety of sources, such as the web, the teachers, classmates, overseas E-mail partners, through which they can improve their writing. In the network setting, free from the high pressure of immediate demand for production, students can take their time formulating their thoughts. In addition, networks facilitate feedback. For example, when the teacher comments on student’s performance, the stude nts are more likely to present their own opinions. Thus the initial feedback elicits more interaction, which in turn develops language and thought. Fourthly, it is an ideal anxiety atmosphere. In a network environment, students are given much independence and responsibility for their own study,。