1、 学 院毕 业 设 计 （ 论 文 ）题 目任务型教学法在高中英语语法中的应用研究 系 （院） 外语系 专 业 英 语 班 级 2006 级 1 班 学生姓名 学 号 指导教师 职 称 二一二年六月二十日Application of Task-based Language Teaching to English Grammar Teaching in Senior High SchoolA Thesis Submittedin partial fulfillment of the Requirementsfor the Degree of Bachelor of ArtsbyoSupervis
2、or: Associate Prof. UniversityJune 2012滨州学院本科毕业设计（论文）独 创 声 明本人郑重声明：所呈交的毕业设计(论文)，是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议。尽我所知，除文中已经注明引用的内容外，本设计（论文）不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。本声明的法律后果由本人承担。作者签名: 二一二年七月二十日毕业设计（论文）使用授权声明本人完全了解滨州学院关于收集、保存、使用毕业设计（论文）的规定。本人愿意按照学校要求提交学位论文的印刷本和电子
3、版，同意学校保存学位论文的印刷本和电子版，或采用影印、数字化或其它复制手段保存设计（论文）；同意学校在不以营利为目的的前提下，建立目录检索与阅览服务系统，公布设计（论文）的部分或全部内容，允许他人依法合理使用。（保密论文在解密后遵守此规定）作者签名: 二一二年六月二十日滨州学院本科毕业设计（论文）任务型教学法在高中英语语法教学中的应用研究摘 要任务型教学以语言学等理论为基础，强调在交际活动中使用和掌握语言，让学生通过感知、体验、实践、参与、合作与交流的交际课堂活动实现任务的目标。任务型教学法妥善的克服了传统语法教学的不足，被认为是提高学生的语言能力的一种行之有效的方法。然而在我国中学英语课堂的
4、语法教学中应用这种教学模式的实证研究却并不多见。本文通过教学实践来探究语法教学中应用任务型教学模式的可行性和有效性，采用了实验法和文献综述法。大量的理论支持和实验班与对照班考试成绩的对比分析表明用任务型教学模式教授语法在学生的知识掌握上比传统的语法教学法有更好的效果，而且，这也有助于促进学生学习语法的态度和动机。关键词：任务型教学模式;传统教学法;语法教学滨州学院本科毕业设计（论文）IApplication of Task-based Language Teaching in English Grammar Teaching of High SchoolAbstractTask-based l
5、anguage teaching is based on linguistics. It emphasizes on using and mastering language in communicative activities. It makes students to realize the goals in the class activity of the perception, experience, practice, participation, cooperation and exchanges. Task-based teaching overcomes the short
6、comings of traditional grammar teaching and is regarded as an effective method in promoting learners language competence. However, empirical studies of its application are rarely found in the field of grammar teaching in China, especially in the senior high school. In this thesis, a research is cond
7、ucted to probe into the validity and feasibility of TBA in grammar teaching in senior high school. It makes an analysis of what is drawn from the experimental teaching. The results show that TBA is an efficient and advanced approach. It proves that grammar teaching in TBA can have a better effect th
8、an traditional approach and at the same time it can facilitate the students attitudes and motivations in grammar learning.Key words: Task-based approach; the traditional teaching method; the senior high school English grammar teaching滨州学院本科毕业设计（论文）0Contents Introduction .2Chapter One Literature Revi
9、ew.31.1 Grammar and Grammar teaching 41.1.1 Definitions of grammar and grammar teaching41.1.2 Relevant research aboard51.1.3 Relevant researches in China61.2 Task and task-based teaching 61.2.1 Definitions of task 61.2.2 The relevant researches 7Chapter Two The Experimental Implementation of TBA 82.
10、1 Purposes of the experiment .82.2 Subjects of the experiment 92.3 Instruments of the experiment.92.4 Materials of the experiment.102.5 Procedures of the experiment 102.5.1 Preparation102.5.2 Implementation.102.6 Results of the experiment 12Chapter Three Findings and Analysis.133.1 Several problems
11、in the implementation .133.2 Suggestions13Chapter Four Reflection and Expectation 154.1 Limitations of the research 154.2 Suggestions for further research15Conclusion15Bibliography.17Acknowledgments19滨州学院本科毕业设计（论文）1IntroductionA new round of curriculum reform is being carried out throughout the coun
12、try, with new teaching ideas influencing teachers ideas and behavior. Therefore the atmosphere in class is improved. However, it is found that the basis of the majority of the students on grammar is still weak, especially the county middle school students. They still feel very difficult in the proce
13、ss of English learning. For example: when they are writing, they can only write some simple English sentences, and couldnt write some other normative, meaningful statements. As far as the sentence structure, they are confused, and cannot write beautiful passages or articles. Now, various English pub
14、lic lessons are also very popular, but most of all are listening and speaking, and there are few teachers to take grammar as the main content of the show. In China, schools usually adopt the methods of declarative grammar rules, with most students taking notes and doing exercises. The traditional te
15、aching method does have some advantages, but to the students, it is boring. It is not easy to arouse students learning enthusiasm.Under the traditional teaching mode, students could not master knowledge as much as possible, so it is necessary to find which mode of the grammar teaching is the most ef
16、fective. The new curriculum standard describes in detail the aims of the various levels of the grammar in the senior high schools, and advocates schools to use the task-based teaching method in English instruction. This shows that the task-based teaching approach on English grammar teaching is a new
17、 way, which is also the key of focus.About grammar teaching and task-based teaching, domestic and foreign scholars have done the relevant research, but most concentrated on the city middle school, rarely involving schools in the countryside. So this paper chooses students from the country schools as
18、 the subjects. And the research based on the new curriculum, hopes to confirm that whether task-based teaching is beneficial to improve students grammatical competence compared with the traditional 3P model. Next, this article from the perspective of emotional attitude, designed a questionnaire, hop
19、ing to prove that whether the task-based teaching method is more beneficial to improve students learning grammar 滨州学院本科毕业设计（论文）2interest, and arouse the enthusiasm of the students. At the same time, the author also wants to provide some reference for the future English teaching.The structure of the
20、paper is as follows: The first chapter introduces the research purpose and significance, summarizes the research contents, and puts forward the framework.The second chapter explains the definition of grammar teaching and task-based teaching, and an overview of its research status at home and abroad.
21、The third chapter shows the importance of tasks separately from three aspects of the high school English, and the current status of the grammar. The fourth chapter is about the application of task-based teaching approach in senior high school English grammar teaching, including research hypothesis,
22、object, procedure and the teaching mode.The fifth chapter presents the analysis of the experimental results and questionnaire data, the results, and analysis of its causes.The sixth chapter makes conclusions, and puts forward some corresponding suggestions. Chapter One Literature ReviewThis article
23、mainly studies grammar teaching and task-based teaching. Foreign experts and scholars have given enough attention to these two respects, and made some researches. From this perspective, task-based teaching and grammar teaching research mainly focused on the University, high schools or part of city c
24、enter, rarely involving the county middle school. It mainly involves the application in reading, listening, and writing. However there are few studies in the grammar teaching based on the task-based teaching method.滨州学院本科毕业设计（论文）31.1 Grammar and Grammar teaching1.1.1 Definitions of grammar and gramm
25、ar teachingGrammar has been defined in different ways by different linguists. Lyons (1971) defines grammar as “that branch of description of languages which accounts for the way which words combine into sentences (quotes from Stern, 1983:131), Brown (1994) thinks grammar as “a system of rules govern
26、ing the conventional arrangement and relationship of words in a sentence “, and Bastogne (1994a) think that “grammar is not simply formal network, but a communicative device which is functional motivated”. Longman Dictionary of Contemporary English (Longman, 1995) says that grammar is (the study and
27、 the practice of) the rules by which words change their forms and are combined into sentence. In the present research, English grammar means the sentence-level English grammar items presented in the senior one middle school students English textbooks. “Oxford Advanced Learners Dictionary“ explains:
28、“Grammar-rulers for forming words and combining them into sentences” Shu Dingfang, Zhuang Zhixiang (1996) argues that grammar is the general description of language, mainly on its theoretical description including phonology (phonemic and combination rules), syntax (word and phrase combination rule),
29、 lexicology and semantics (the meaning of words and their combination rules).In short, the grammar is the language description on words into sentences pattern.Then what is the meaning of “grammar teaching“?Li Guanyi (1990) argues that the so-called grammar teaching absolutely does not mean to teach
30、many grammar rules. It is important that the students have a complete clear concept on the grammar system. More importantly, students must be able to master the rules of grammar and its application in practice, which can be easy to read and understand the needs of professional information, and to ex
31、press related information in spoken, written expression to different degrees.Huang Yuan Zhen (2003) argues that grammar teaching is based in teaching grammar. 滨州学院本科毕业设计（论文）4It is teaching activities to train students to acquire the internal structure of. It is the basis of students language practic
32、e such as listening, saying, reading, and writing. Grammar is essential content in learning English.1.1.2 Relevant research aboardMany schools of pedagogy have appeared in the history of foreign language teaching. They have their own different views on the status and role of grammar teaching.The gra
33、mmar translation method thinks that the grammar is the main content of foreign language learning. Therefore, it puts the grammar teaching as the central task. Moreover, mastering grammar rules is also the direct goal in the teaching activities in class.The Grammar-translation method as an early Engl
34、ish grammar teaching method dominated over the English teaching for several hundred years in the western countries in which English grammar is the core of the English teaching. It was taught deductively. Until early the twentieth century, the Grammar-translation method was replaced by the Audio-ling
35、ual method.The Audio-lingual method advocated that listening and speaking is the main content, but it does not oppose to grammar teaching.The direct method does not argue to teach grammar directly, and encourages students to master the language material in advance, and then summarizes the grammar ru
36、les from the accumulated perceptual materials, namely through the inductive approach to acquire grammar.The natural law of the Krashen and Terrell believes that language of the law is a natural acquisition, and the role is not obvious for the grammar learning.At present, foreign language teaching is
37、 generally concerned about the rise of grammatical consciousness, referred to as CR. Rutherford and Sherwood Smith clearly defined CR: consciously to attract learners attention to the target language form.滨州学院本科毕业设计（论文）51.1.3 Relevant researches in ChinaAs to grammar teaching, quite a few scholars h
38、ave not only revealed the purpose of teaching grammar, but also raised some of their own views, and many materials and references are provided for the future.Hu Zhuanglin (2000) pointed out that the purpose of language education includes that teaching students the correct meaningful and appropriate
39、use of English. The syntax should be seen as a rational dynamic system rather than static system of arbitrary rules.Shao Youxue (2007) questioned the convergence of the college enrollment college English teaching and secondary school English teaching and thought that English grammar teaching in the
40、secondary school had not been given enough attention.Li Shuangyan, Ma Jiangtao (2009) proposed several grammar teaching, with the aim of establishing a relaxed and happy learning atmosphere to help students build the grammar system. The experimental results show that this method fosters students con
41、fidence.1.2 Task and task-based teaching1.2.1 Definitions of taskTask-based language learning was defined by Breen (1987) as “any structured language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertak
42、e the task “. Skehan(2001:95) proposes that tasks are classroom activities in which:-meaning is primary;-there is some communicative problem to solve;-there is some sort of relationship to comparable real-world activities;-task completion has some priority;-the assessment of task is in terms of outc
43、ome.滨州学院本科毕业设计（论文）61.2.2 The relevant researches Wills (1996) proposed framework for the implementation of a task-based teaching process. In her view, the framework creates a substantial environment for language learning in order to improve the learners language perception, and fluency and accuracy
44、of language. The procedure is divided into three stages: pre-task, task, language focus. A task usually involves listening, speaking, reading, and writing. Learners begin with a full experience of language use, and look at the end of the natural features of the language.Ellis(2003)thought that task-
45、based language teaching is based on the “constructivist“ teaching method, and refers that communication need to identify the language learning task according to real life. Students around this task make plans and achieve the plan through their own efforts, complete the task, and assess their own lea
46、rning in the process continuously.Skehan (1998), proposed five characteristics of the task: the significance of the task activities is the primary; to pay attention to students communication of information, rather than on what language form; task relate with similar activities in the real world; a c
47、ommunication problem to be solved; to complete the task is the primary consideration.David Nunan, ( 2004 ) explain the various aspects of the task-based teaching from the definition of the task-based teaching、framework、the structure、the evaluation of task-based teaching and the development of tasks
48、and teacher.Task-based teaching as an exotic in China has been widely disseminated and applied, especially in English teaching. English grammar teaching is an important part of the English teaching. Task-based teaching has also played an important role in the English grammar teaching. Many scholars
49、in China have made the study on the application of task-based teaching in English grammar teaching.Cheng Xuexia (2005) research indicates that, in the current college entrance examination, the traditional teaching and task-based teaching approach in improving the level of English grammar on the significant difference was not obvious, but the task-based teaching greatly improves students learning interest in English grammar, self-滨州学院本科毕业设计（论文）7confidence, learn
