1、.全国优秀教育硕士专业学位论文推荐表单位名称：陕西师范大学 填表日期：2011 年 11 月 22 日论文题目 关于大连地区高中英语任务型教学实施现状的调查报告作者姓名 论文答辩日期 学科专业方向李若嗣 2009.5.21 学科教学（英语）基于建构主义学习观的高中英语教学法初探， 环球论丛 2008 年 1 月发表学术论文(题目，刊名,时间，社会影响)论文所产生的实际影响(对作者工作及所在单位工作)文章以建构主义学习观为理论框架，阐释了“情境” 、“协作” 、 “会话”和“意义建构”四大要素在中学英语教学中的重要地位和作用。并以此为基础提出了以教师为主导进行“情境”创设，以学生为中心进行“协作
2、”学习，以课堂为阵地进行“会话”商讨，以创新为目标进行“意义建构” 。旨在为实现学生为主体的中学英语教学提供理论和实践帮助。出版专著(名称、出版社、出版时间)攻硕期间及获得硕士学位后一年内获得与硕士学位论文有关的成果获奖项目(名称、等级及时间）.中文论文摘要(论文选题的意义,论文运用的主要研究方法,主要研究成果,主要参考文献)目前，传统应试教育受到的强烈批判要求对我国的英语教学进行改革。新的高中英语课程标准提倡在英语课堂中实施任务型教学模式，要求教师引导学生通过参与、体验、交流、合作的方式培养学生综合运用语言的能力。任务型教学正被大力提倡用来提高中国英语教学质量。多种版本的高中英语教材都遵循任
3、务型教学的原则来编写。任务型教学是 20 世纪 80 年代兴起的一种强调“做中学”的语言教学方法，它把语言运用的基本理念转化为具有实践意义的课堂教学方式，是交际教学思想的一种发展形态。课堂教学的核心是任务，而语言是学习者用来完成任务的工具。为了完成任务，学习者以“意义”为中心，尽力调动各种资源进行“意义”构建，以促进解决某种问题的交际能力。目前国内关于任务型教学的研究多局限于如何在英语课堂中实施任务型教学，而对任务型教学实施的现状的调查研究相对缺乏。因此，任务型教学在实际英语课堂教学中的实施现状引起了笔者的关注。笔者选取了自己工作所在地-大连地区有代表性的四所高中，深入课堂，细致观察，详细描述
4、了这四所学校英语课堂中教师实施任务型教学的现状，并通过师生调查问卷分析出客观存在的问题及原因。其中来自普通高中的两位教师在课堂上没有按照要求实施任务型教学，而是采用了以往的传统式教学以教师为中心，以讲解词汇、语法为主，并且缺乏师生间、生生间的互动交流等。另两位来自重点高中的教师在课堂中的确实施了任务型教学，但仍存在三大问题过分强调了语言的“意义” ，而忽略了语言的“形式” ；任务难度设置不合理；重视“后任务阶段” ，忽略了“中任务阶段”。针对以上存在的问题，笔者提出了自己的建议各级教育管理部门积极为教师提供有效的学习、观摩及培训机会以迅速提高教师教学能力及水平，从而适应新时期任务型教学的要求；
5、教师应根据学生的实际情况改变传统的教学理念和教学模式，大力发展学生综合运用语言的能力。本调查报告对当前国内的英语教师培训有一定启示，能加强广大英语教师及研究人员对任务型教学及实践的理解，提高英语教师的教学实践能力。主要参考文献.Arnold, J. 2000. Affect in Language Learning. Beijing: Foreign Language Teaching and Research Press.Bachman, L. and A. Palmer. 1996. Language Teaching in Practice. Oxford: Oxford Univers
6、ity Press.Breen, M. 1984. Process syllabuses for the language classroom. C. Brumfit (Ed.).Brown, H.D. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research Press.Candlin, C.1987. Toward Task-based Learning. C. Candlin and D. Murph
7、y (Eds.).Crookes, G. 1986.Task classification: a cross-disciplinary review. Technical Report No.4. Honolulu: Center for Second Language Classroom Research, Social Science Research Institute, University of Hawaii.Crookes, G. and S. Gass. (Eds.). 1993a. Tasks and Language Learning: Integrating Theory
8、and Practice. Clevedon: Multilingual Matters.Crookes, G. and S. Gass. (Eds.). 1993b. Tasks in a Pedagogical Context: Integrating Theory and Practice. Clevedon: Multilingual Matters.Ellis, R. 2003. Task-based Language Learning and Teaching. Oxford: Oxford University Press.Estaire, S. and J. Zanon. 19
9、94. Planning Classwork: A Task-based Approach. Oxford: Heinemann.Jacobs, G. 1998. Cooperative learning or just grouping students: The difference makes a difference. W. Renanda and G. Jacobs (Eds), Learners and Language Learning (pp.145-171). Singapore: SEMAEO.Lee, J. 2000. Tasks and Communicating in
10、 Language Classrooms. Boston: McGraw Hill.Long, M. 1989. Task, group, and task-group interactions. University of Hawaii Working Papers in ESL 8: 1-26.Long, M. and G. Crookes. 1992. Three approaches to task-based .syllabus design. TESOL Quarterly 26: 27-56.Nunan, D. 1985a. Language Teaching Course De
11、sign: Trends and Issues. Adelaide: National Curriculum Resource Center.Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.Prabhu, N. S. 1987. Second Language Pedagogy. Oxford: Oxford University Press.Skehan, P. 1996a. A Framework for the implementa
12、tion of task-based instruction. Applied Linguistics, 17: 38-62. Oxford: Oxford University Press.Skehan, P. and P. Foster. 1997. Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1: 185-211.Skehan, P. 2001. Task type and language perfo
13、rmance assessment. M. Bygate, P. Skehan, and Swain (Eds.), Researching Pedagogic Tasks (pp: 167-185). Essex: Pearson Education Limited.Willis, J. 1996. A Framework for Task-based Learning. Harlow: Longman.方文礼，2003，外语任务型教学法纵横谈， 外语教学与研究 ，第9 期。廖晓青，2001，任务型教学的理论基础与课堂实践， 中小学外语教学 ，第 11 期。刘利平，2005，外语任务型教学的
14、课堂实践， 中小学外语教学 ，第 3 期。余广安，2002，外语任务型教学：定位与思考， 中小学外语教学 ，第 2 期。中华人民共和国教育部， 2003， 普通高中英语课程标准（实验） ，人民教育出版社。专家推荐理由本论文理论依据充足，实证研究深入细致，数据分析客观公正。作者所提的建议对英语教师培训、改变教师理念和教学模式有很大的启示。专家签字：徐忠慧.单位推荐意见同意推荐。学位评定委员会分会主席（签章）： 单位公章2011 年 12 月 15 日.分类号 G633.41 密 级 学 号 J26189 教 育 硕 士 学 位 论 文题 目 关于大连地区高中英语任务型教学实施现状的调查报告作者姓
15、名 李若嗣指导教师姓名 徐忠慧 副教授学科专业 学科教学（英语）.提交论文日期 二 OO 九年四月.A Survey of the Implementation of Task-based Instruction for Senior English in DalianByLi RuosiA Thesis Submitted to the Faculty of the College of Foreign LanguagesIn Partial Fulfillment of the Requirements for the DegreeOf Master of Education in Eng
16、lish TeachingShaanxi Normal UniversityApril, 2009.学位论文独创性声明 本人声明所呈交的学位论文是我在导师的指导下进行的研究工作及取得的研究成果。尽我所知，除文中已经注明引用的内容外，论文中不包含其他个人已经发表或撰写过的研究成果，也不包含为获得陕西师范大学或其它教育机构的学位或证书而使用过的材料。对本文的研究做出重要贡献的个人和集体，均已在文中作了明确说明并表示谢意。 作者签名： 日期： 学位论文使用授权声明 本人同意研究生在校攻读学位期间论文工作的知识产权单位属陕西师范大学。本人保证毕业离校后，发表本论文或使用本论文成果时署名单位仍为陕西师范
17、大学。学校有权保留学位论文并向国家主管部门或其它指定机构送交论文的电子版和纸质版；有权将学位论文用于非赢利目的的少量复制并允许论文进入学校图书馆、院系资料室被查阅；有权将学位论文的内容编入有关数据库进行检索；有权将学位论文的标题和摘要汇编出版。 作者签名： 日期： .AcknowledgementsId like to take this chance to express my gratitude to all the people who have helped me considerably with my study and my writing of this thesis. Fir
18、st of all, I would like to thank my venerable supervisor, Professor Xu Zhonghui, for her judicious guidance, insightful suggestions and unfailing attention to this thesis writing. Without her help, I could not have resolved to set about this thesis and it could not have taken the present form. Profe
19、ssor Xu went through every part of the thesis with thought-provoking comments. She gave me warm encouragement and genuine help. My sincere gratitude also goes to Professor Zhang Sirui, Professor Zhang Min, Professor Wang Maojin, Professor Xi Qingxia, and Professor Wang Yi for their excellent lecture
20、s on literature and English teaching, which led me to a much wider world. I can not forget the interesting and lively lectures from many other professors from other institutes of Shaanxi Normal University. I also owe my thanks to Ms Wang Min, who offered me many important and valuable books. I will
21、always remember the two-year precious campus life. Meanwhile, Id like to thank my fellow classmates, with whom I have ever shared the two precious years and from whom I have received considerable encouragement. In particular, sincere thanks go to the four senior school teachers, who gave me great he
22、lp and precious suggestions during my research. Finally, I sincerely thank my parents, my sister and my husband, who have been providing me with their most precious care and love in the world.A Survey of the Implementation of Task-based Instruction for Senior English in DalianLi RuosiAbstract：The st
23、rong criticism of the examination-oriented education calls for the reform on the English teaching in China. The new ECS (English Curriculum Standards) for senior schools proposes the mode of task-based teaching and learning by means of participation, experience, communication and cooperation. As one
24、 of the most popular language teaching approaches in the world, task-based instruction (TBI) has been widely advocated to improve the English teaching in China. A variety of textbooks are compiled according to the task-based principle.This relatively new teaching methodology, evolved from communicat
25、ive language teaching (CLT) emphasizes “learning by doing” and provides language learners with opportunities to make classroom language learning meaningful. The primary focus of the classroom activities is the task, and language is used as the tool to complete the task. Centering on “meaning”, learn
26、ers try to apply varieties of language resources to construct “meaning” for the purpose of facilitating the development of learners communicative ability.Consequently, the current situation of the implementation of TBI arouses the present authors attention. Much of the research at home on TBI focuse
27、s on how to implement TBI in Chinese English classrooms; however, how teachers actually implement TBI does not receive sufficient attention. Four typical senior middle schools are chosen in Dalian. The author described the real classroom teaching circumstances and process by means of observation, an
28、d questionnaires. This survey summarized the major findings as follows: the teachers from the ordinary senior schools still convey language knowledge, ignoring the communicative use of language. The ways of organizing the classroom teaching were not varied. There lacked effective teacher-student and
29、 student-student interactions. The classes were totally teacher-centered. On the other hand, the teachers from two key-point senior schools overemphasized “meaning” while ignored the target language “forms”. The task difficulty was inappropriately set. And the teachers focused on the post-task phase
30、 while ignored the during-task phase. The author put forward some suggestions for senior English classroom teaching. The educational departments should offer ample chances of .learning and training to the teachers in order to improve their teaching ability and meet the demands of task-based instruct
31、ion. At the same time the teachers ought to change their traditional teaching concept and examination-oriented teaching model. They should also try to develop students communicative ability of language to improve their language proficiency.The findings generated from the current survey shed light on
32、 teacher training programmes and the designing and implementing of communicative tasks in EFL classroom context in China.Key words: Curriculum implementation Task-based instruction senior English classroom teaching the new ECS (English Curriculum Standards) for senior schools.关于大连地区高中英语任务型教学实施现状的调查报
33、告李若嗣摘 要：目前，传统应试教育受到的强烈批判要求对我国的英语教学进行改革。新的高中英语课程标准提倡在英语课堂中实施任务型教学模式，要求教师引导学生通过参与、体验、交流、合作的方式培养学生综合运用语言的能力。任务型教学正被大力提倡用来提高中国英语教学质量。多种版本的高中英语教材都遵循任务型教学的原则来编写。任务型教学是 20 世纪 80 年代兴起的一种强调“做中学”的语言教学方法，它把语言运用的基本理念转化为具有实践意义的课堂教学方式，是交际教学思想的一种发展形态。课堂教学的核心是任务，而语言是学习者用来完成任务的工具。为了完成任务，学习者以“意义”为中心，尽力调动各种资源进行“意义”构建，
34、以促进解决某种问题的交际能力。目前国内关于任务型教学的研究多局限于如何在英语课堂中实施任务型教学，而对任务型教学实施的现状的调查研究相对缺乏。因此，任务型教学在实际英语课堂教学中的实施现状引起了笔者的关注。笔者选取了自己工作所在地-大连地区有代表性的四所高中，深入课堂，细致观察，详细描述了这四所学校英语课堂中教师实施任务型教学的现状，并通过师生调查问卷分析出客观存在的问题及原因。其中来自普通高中的两位教师在课堂上没有按照要求实施任务型教学，而是采用了以往的传统式教学以教师为中心，以讲解词汇、语法为主，并且缺乏师生间、生生间的互动交流等。另两位来自重点高中的教师在课堂中的确实施了任务型教学，但仍
35、存在三大问题过分强调了语言的“意义” ，而忽略了语言的“形式” ；任务难度设置不合理；重视“后任务阶段” ，忽略了“中任务阶段”。针对以上存在的问题，笔者提出了自己的建议各级教育管理部门积极为教师提供有效的学习、观摩及培训机会以迅速提高教师教学能力及水平，从而适应新时期任务型教学的要求；教师应根据学生的实际情况改变传统的教学理念和教学模式，大力发展学生综合运用语言的能力。本调查报告对当前国内的英语教师培训有一定启示，能加强广大英语教师及研究人员对任务型教学及实践的理解，提高英语教师的教学实践能力。关键词：课程实施 任务型教学 高中英语课堂教学 高中英语新课程标准.ContentsChapter
36、 1 Introduction 11.1 Research Orientation11.2 Rationale for the Research .11.2.1 The traditional 3Ps teaching approach 11.2.2 The communicative language teaching method 21.3 Aims and Significance of the Present Study31.4 Organization of This Thesis.4Chapter 2 Literature Review52.1 Definition of Task
37、 and Task Component .52.1.1 Definition of task.52.1.2 Task component.62.2 Definition of the TBI .72.3 Implementation of the Task-based Instruction 82.3.1 Lesson design 82.3.2 Participatory structure .92.4 The Research on Task-based Instruction in China and Abroad.102.4.1 The research on TBI abroad 1
38、02.4.2 The research on TBI in China .11Chapter 3 Research Methods .133.1 Subjects 133.2 Instruments.133.2.1 Classroom observation and transcription making 133.2.2 Questionnaires .143.3 Procedure .14Chapter 4 Findings and Analysis154.1 The Current Situation in Designing and Implementing Task- based I
39、nstruction 154.1.1 The existing problems in the implementation of the TBI154.1.2 The TBI not adopted204.2 The Factors Affecting the Implementation of Tasks .26.4.2.1 Teacher qualification .264.2.2 Teacher preparation and resources 274.2.3 Language proficiency of the students274.2.4 Students attitude
40、s towards TBI 27Chapter 5 Conclusion295.1 Summary of Major Findings295.2 The Suggestions for the Implementation of TBI .305.3 Limitation of the Convey .30References .31Appendix I.33Appendix II.34攻读学位期间的研究成果 36.List of Abbreviations(In alphabetical order)CLT: communicative language teachingECS: Engli
41、sh Curriculum StandardsEFL: English as a foreign languageESL: English as a second languageSLA: second language acquisitionTBI: task-based instruction.Chapter 1 Introduction1.1 Research OrientationThe strong criticism of the examination-oriented education calls for the reform on the English teaching
42、in China. The new ECS (English Curriculum Standards) for senior schools proposes the mode of task-based teaching and learning by means of participation, experience, communication and cooperation. As one of the most popular language teaching approaches in the world, task-based instruction (TBI) has b
43、een widely advocated to improve the English teaching in China. A variety of textbooks are compiled according to the task-based principle. This thesis mainly focuses on the current situation of the implementation of TBI for senior English teaching in Dalian city and put forward some suggestions.1.2 R
44、ationale for the Research1.2.1 The traditional 3Ps teaching approachBefore discussing task-based language teaching, we should consider the more traditional methods of language teaching. For many years, almost ever since there was foreign language teaching in China, the most influential and dominant
45、approach has been 3Ps (Skehan, 2002): presentation, practice, and production, which are the three main stages of classroom language teaching. This presentation-based approach concentrates on the grammatical system of the language. As a result, the focus of the language teaching is on the presentatio
46、n and practice of grammar, and the automatic production of the target language, according to the linguistic rules learnt in the first and second stages. Teachers present the language segments to the learners in models, initially one item at a time. The first stage is generally focuses on a single po
47、int of grammar which is presented explicitly or implicitly to maximize the chances that the certain rules will be understood and mastered. This stage is followed by practice activities designed to internalize the newly learnt rules. In the second stage, learners do not express their own personal mea
48、nings. They only work out some more examples according to the rules and other language segments which bear not much relationship to .their real life. Only in the production stage can learners get away from the control and they may be able to produce language based on meanings they want to express in
49、stead of those ready-made meanings. Yet this also quite limited in many cases. Learners are usually seldom provided opportunities to develop the skills or strategies to convey communicative meanings with the target language in real and concrete circumstances. The learners may know a lot about the grammatical rules, but can not communicate with others in a real situation appropriately and fluently.1.2.2 The communicative language teaching methodBefore the 1960s, language was more th
