任务型教学法及其在英语口语教学中运用

随着中国与世界的联系日益密切，尤其是中国加入世界贸易组织、申奥成功后，英语口语得到了很大的关注。所以，提高学生的英语口语水平成为了迫切需要。任务型教学法由交际法发展而成，被以为|教育论文网|是20世纪80年代以来最有效的教学法之一。任务型教学法夸大|教学论文网|“做中学”的原则，通过真实的任务活动来提高学生的口语能力。本文试图探索任务型教学法应用于口语教学的可能性及效果。首先作者列举了和任务型教学法有关的理论研究。然后根据任务型教学法的理论和特点进行教学实验。该教学实验涉及62位大学英语专业学生，实验时间为一学期。实验的定量和定性结果表明，和传统教学法相比，任务型教学法能够更提高学生的口语水平，并能增强学生英语学习动机。最后得出教学实验的结论，包括主要发现、启示和不足。【关键词】：任务型教学法传统教学法口语能力任务活动
【论文提纲】：ABSTRACT2-3摘要3-6Introduction6-8ChapterOneLiteratureReview8-151.1TheGrammar-TranslationMethod8-91.2TheDirectMethod9-111.3TheAudio-LingualMethod11-121.4TheCommunicativeMethod12-15ChapterTwoTask-basedLanguageTeaching15-312.1PPPvs.TBLT15-192.1.1PPP15-172.1.2TBLT17-192.2Theanalysisoftask-basedlanguageteaching19-272.2.1Definitionoftask19-212.2.2Thetheoreticalbasiortask-basedapproach21-242.2.3Componentsoftask24-252.2.4Characteristicsoftask252.2.5Taskdifficulty25-272.2.6Tasktypes272.rinciplesoftask-basedapproach27-31ChapterThreeRelevantTheoriesofSpeaking31-493.1Thedifferencesbetweenspeakingandwriting313.2Communicativelanguageability31-433.2.1Theconceptofcommunicativelanguageability323.2.2Thecomponentsofcommunicativelanguageability32-433.3Factorsthathinderstudents'speaking43-443.4Speakingstrategies44-49ChapterFourImplementationofTBLTinOralClass49-684.1Willis'frameworkofTBLT49-504.2Speakingactivities50-574.2.1Thereasonsofencouragingstudentstodospeakingtasks50-514.2.2Characteristicsofsuccesulspeakingactivities51-524.2.3Speakingactivities52-554.2.4Respondtoerrorsduringthespeakingactivities55-564.2.5Rolesoftheteacherandthestudents56-574.3FactorsaffecttheapplicationofTBLT57-684.3.1Motivation57-594.3.2AttitudesandBeliefs59-604.3.3Anxiety60-624.3.4Learningenvironment62-634.3.5Learningstyles63-654.3.6Learnerstrategies65-68ChapterFiveTheExperimentalResearch68-865.1Researchquestions685.2Subjects68-695.3Instrument695.4Pre-testanddataanalysis69-715.5Theexperimentalprocess71-775.5.1Theprocessesoftheteaching72-735.5.2Somesamplesoftasksusedinclass73-775.6Post-testanddataanalysis77-795.7Students'attitudestowardsPPPandTBLT79-86ChapterSixConclusion86-896.1Findings86-876.2Implication876.3Limitation87-89References89-101Acknowledgement101-102