第一篇：任务型游戏教学研究论文
本文通过实验探讨英语游戏教学对小学生口语能力的影响。被试选自笔者任教的两个平行班级。实验周期为三个月。本研究通过对实验组和控制组在英语学习兴趣、学习态度和口语水平的前测和后测所得数据进行统计学分析和对比表明，英语教学对小学生的学习兴趣、态度和口语能力具有显著的作用。基于研究结论，本文还针对游戏教学提出了若干注意事项。
游戏教学在小学英语教学领域的价值和意义已经得到了专家学者的认可并倡导。如，《英语课程标准》研制组核心成员龚亚夫指出，“小学英语教学要体现‘课堂活动游戏化，课堂游戏交际化’的精神”。通过游戏使小学生从一开始就有一种愉快的体验，让学生在游戏的过程中依据任务需要有针对性地表达英语口语，从而达到让学生在潜移默化的过程中习得目标语言的目的。
鉴于游戏教学种类繁多，笔者主要围绕角色游戏展开本次研究。因为学习兴趣的培养和学习习惯的养成是一个循序渐进的过程，在这个过程中，对学生的学习结果做出积极评价相当重要，能帮助学生培养兴趣，形成良好的表达习惯。
一、研究过程
1.研究假设
假设一：三个月后，实验班的学生和控制班学生相比，英语口语成绩存在差异，实验班要明显高于控制班。
2.被试的选择
实验被试选用了由笔者任教的小学四年级两个平行班，共70人，其中一个班为实验组A，另一个班为控制组B，各组人数均为35人，实验组A和控制组B的英语水平总体一致。笔者选用教研室两份口语测试中涉及四年级的测试材料，这份资料是我区教研员和工作在一线的资深教师共同参考全市教学实际水平而精心编写的，具有较高的可信度和有效度。测试共分两次进行，一次在学生结束期中学习前的一个月进行测试，另一次测试在前一次测试的三个月后进行，总分均设为30分。
3.研究设计
在本研究设计中，游戏项目的选取由学生自主选择，要求每位学生提前一天做好准备，游戏的选取标准要能让全班同学都能有机会参与到游戏中。教师还要求游戏组织者将所扮演的角色的核心话语写出来，最终由教师指导修改确定，游戏项目安排在课前10分钟完成。在游戏结束后，教师提出若干个问题，抽测相关学生回答相应问题，以检测学生是否能够正确表达出来，然后依据评价量表中相关指标对学生进行评价。实验时间为12周。
4.测量方法与工具
本研究采用定量研究的方法，用SPSS 12.0统计数据包处理学生前期测试和后期测试的成绩。根据文秋芳针对学生学习策略中有关学习态度、学习兴趣及口语能力的相关测试工具对教师合理介入后口语态度，兴趣，紧张心理和能力进行调查分析。
5.测量结果
学生实验组与控制组口语成绩的比较分析
对实验班35个学生和控制班35个学生实施口语前测试的平均分数标准差的比较。实验班英语平均成绩为21.09，控制班为21.78。通过T检验，两组被试口语前测结果显示：t=-0.896，Sig.=0.93>0.05，说明两个班成绩没有差异，是同质的，具有可比性。
实验班和控制班三个月后口语成绩测试的比较和分析，结果表明实验班平均成绩为24.19分，高于控制班的平均分22.36。进一步看独立样本T检验的结果，t=4.78，Sig.=0.009<0.01，表明实验班和控制班学生期中口语成绩有极其显著的差异。这表明在其他教学方法和教学内容都类似的情况下，采用游戏教学形式进行口语训练对学生口语水平有显著的影响。
二、结论与启示
通过实验表明，任务型的游戏教学，对提高学生的口语水平，培养口语学习兴趣，改善口语学习态度，增强克服困难的自信心都有帮助，特别是对学生口语兴趣有着极其显著地提高。本实验给我们开展游戏教学的启示有如下三点：
1.游戏内容应体现层次性
对口语水平中等的学生有很大的吸引力。从实验数据看，这个层次的学生的口语水平比口语水平优良和口语水平薄弱的学生有更大地提高，因此，我们在教学中提问时也要注意对另外两个层次学生的兴趣的培养。
2.师生共同参与准备工作中
学生提前认真准备十分重要。在实验过程中，凡是学生没有认真准备的，游戏教学的效果都不理想，角色扮演时表达不流畅、错误多，听的学生注意力不集中。
3.加强游戏前的任务研究
如果游戏教学前没有向学生说清楚口语任务的要求，结束以后再提问，学生的回答常常不如人意。而事先布置口语任务，游戏结束后，大部分学生都能够把问题回答的准确而快速。这样做，大大提高了口语教学的效率。
长期以来，我国对于英语口语的教学策略研究都是基于理论的研究，很少深入到课堂对学生的口语参与率和口语表达行为进行观察和分析，本研究从实践的角度证实了游戏教学提升了学生的口语表达的兴趣和口语态度。教师教学决策的改变，首先要从小学英语教学的实际出发，转变教学观念，注重激发学生的口语兴趣点，建立以学生为中心的游戏教学模式，在培养口语技能的同时，培养学生的口语能力和合作精神。
第二篇：任务型教学研究
满意答案
好评率：100%
牛津高中英语“任务型”教学法之实践研究
常熟市梅李中学英语组
一、课题研究的背景
1、纵观中国的英语教学，由于长期以来受应试教育的影响，中学英语的授课方式基本上是以教材为中心，以教师为中心，大部分老师将外语教学理解成仅仅是知识和技能的传授和训练，而忽视了对思维的训练，对审美情趣的熏陶，对自然和社会知识的扩展，对合作能力的培养，对情感体验置于不顾，甚至会觉得它们浪费学习时间。因此，教师花了大量的时间和精力去备课、查阅资料、准备了大量的试卷，搞题海战术，结果教师教的很辛苦，学生学的更累。随着这种陈旧的教学模式的继续，学生对英语学科的兴趣大为减弱，乃至厌恶，更不用说是学习的积极性和主动性。因此，教与学的矛盾越来越突出。
2、新制订的《英语课程标准》为解决教与学的矛盾指明了方向。它的基本理念就是要重视共同基础，构建发展平台；要提供多种选择，以适应个性需要；要优化学习方式，提高自主学习能力；要关注学生情感，提高人文素养；要完善评价体系，促进学生不断发展。以学生“能做某事”的描述方式设定各级目标要求，需要学科教师在课堂教学改革中进一步更新观念，改革课堂教学模式，避免单纯传授语言知识的教学方法，尽量采用“任务型”教学途径。
3、05年秋季实施的牛津高中英语教材无疑是全面落实新《英语课程标准》精神的好教材，但对于擅长传统教学的广大老师来说是一种挑战，有困难，有困惑，怎样用新课程的理念革新传统的教学理念，实现教学方式的根本改变是摆在一线老师面前急需要解决的课题。
4、英语是人与人之间获得和交换信息的一种工具。根据本校情况，学生听说能力低下，整体素质差，“哑巴英语”现象极为普遍。
二、概念的界定
任务型教学就是以具体的任务为学习动力或动机，以完成任务过程为学习过程，以展示任务成果的方式（而不是以测试的分数）来体现教学的成就。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。其核心思想就是要模拟人们在社会、学校生活中运用语言所从事的各类活动，它把语言教学与学习者在今后日常生活中的语言应用结合起来，把人们在社会生活中所做的事情细分为若干非常具体的“任务”并把培养学生具备完成这些任务的能力作为教学目标。
三、课题研究的假设和理论依据
（一）课题研究的假设
1、任务型教学（Task-based Language Teaching OR Task-based
Instruction,TBLT OR报TBI)是一种以具体的任务为学习的动机或动力，以完成任务的过程为学习的过程，以展示任务成果的方式（而不是以测试的分数）来体现教学成就的教学途径。
2、研究假设：将英语学科内容与任务型教学途径整合起来，建构新型的“为用而学，用中学，学了就用”的教学模式，调动学生学习英语的积极性，提高学生的英语素养和应试能力，同时培养学生的创新精神和实践能力，从而深化教育教学改革。
（二）理论依据
第一位将任务型教学体现在教学大纲和教学实践中的是Prabhu。1979年，Prabhu在印度南部的Bangalore开始了把当时看来很激进的理论假设付诸于实践的大胆教学试验。他认为：students may learn more effectively when their minds are focused on the task , rather than on the language they are using。Prabhu被认定为任务型学习活动创始人。
另一位值得一提的人物是Jane Willis。她在1996年写的一本关于“任务型学习”的著作“A Framework for Task—based Learning”出版后获得BEN WARREN国际图书奖。Jane Willis 认为，任务型学习活动强调的是学习语言中“意义至上、使用至上”的原则，这就要求Learners为完成一个任务而在活动中以交流为目的（“with some kind of communication purpose”）真实的使用语言（“process the text for meaning in order to achieve the goals of the task”）。而这种活动需要学生参与到“reading , listening or reviewing” 之中。
那么什么是任务呢？ 纽南（David Nunan，1989）认为，“任务型教学”作为一种教学法，具有结构性，包含五个方面：
1、任务目标
2、构成任务的输入材料
3、给予输入材料的各项活动、4 任务所隐含的教师和学习者的作用
5、任务执行的环境。Skehan（1998）对任务有如下论述：意义优先，任务完成为主，评估基于任务完成与否。也就是说，任务重是学生如何沟通信息，而不是强调学生使用何种语言形式；任务具有在现实生活中发生的可能性，而不是“假交际”；学生应把学习的重点放在如何完成任务上，对任务进行评估的标准是任务是否成功的完成。外语教学课堂中的任务是指学习者运用目标语进行交际以达成某一结果的活动。感性一点的定义时，任务是学习在其发生的活动。浙江大学外国语学院的庞继贤教授则认为，所谓任务，简而言之，就是做事。在做事的过程中，学习者始终处于积极的，主动的学习心理状态，任务的参与制定之间的交际过程也是一种互动的过程。为了完成任务，学习者以“意义”为中心，尽力调动各种语言和非语言的资源进行“意义”共建，以达到解决某种交际问题的目的。完成任务的过程催化了学习者自然的和有意义的语言应用，营造了一个有利于学习这种语言习得和内化的支持环境。
四、课题研究目标
1、通过对文献的学习，确立正确的任务型教学观念。
2、探索出不同课型的任务型教学的基本模式，提高课堂教学效率。
3、通过对学生实际情况和完成任务的情况分析，探索提高任务完成率的条件和有效方法。
4、建立与任务型教学相配套的新的评价方法。
五、研究的主要内容和措施
1、任务型教学的内涵、特征、条件、意义等要素研究（文献研究法）
课题研究是一项纷繁复杂的工作，需要研究者投入大量的时间和精力研究任务型教学的内涵、特征、条件、意义等。我们将课题组活动和教研组活动相结合。原则上，每周进行一次理论学习，自学与研讨相结合，定内容定主讲人。并充分运用图书室、网络等，努力使理论学习达到最优化。转变课题组的全体教师教育观念。努力跨越狭隘的学科界限，建立起“大学科”的观念。摈弃了将外语教学理解为仅仅是英语知识和技能的传授和训练，对思维训练、对审美情趣熏陶、对自然和社会知识的扩展、对合作能力的培养、对情感体验置于不顾的传统作法。其次在课堂上，转变教师的角色，成为学生的observer, a helper and supporter 等。
2、任务型教学法在教材不同版块（不同课型）中具体运用的研究（行动研究法）
（1）教学模式是对课堂教学整体进行科学设计的方法及其表现形式。经研究讨论要形成阅读课的教学模式。
（2）要通过研究形成写作教学的模式。
（3）要探索对话课的教学模式:。对话课以激趣—导学—活动—评价的互动式教学模式，环环以完成任务的形式进行，在活动的过程中，若让每个学生表演是不可能的，这时适宜组织小组合作，将对话按角色分，再按情节汇合，这样既降低了难度，保证每位同学会开口，又保证了教学任务的完成，提高学习效率。
3、与任务相配套的评价方法的研究（行动研究法和文献研究法）
（1）注重过程，关注学生。通过一系列的调查和表格式的累积，从学生的课堂行为观察记录及表现、调查问卷、小组合作学习的记录、学生个人的言语报告、学生学习行为的调查、课业档案累积等多角度、多层面地科学评价学生的英语学习。这很大程度上要依靠教师的参与和促进，从而逐步过渡到学生的自主管理、自主学习，达到学习策略形成的目标，为学生的终身学习奠定基础。
(2)开设多层次的口语测试。在中期评价和终结性评价中，开设多层次的口语测试，老师设计多种材料，满足不同学生实际水平和需要。如：学习能力后进的同学，只要求朗读单词、句子、短文或看图说出简单的一到两句英语句子即可。中等的同学则多增加了看图说话（图材料来自于课文）；学习优秀的同学则是通过情景的设计给予“角色扮演”的口语测试，充分调动不同水平学生的成功与喜悦的感，达到全体发展。
(3)学生成长档案袋的运用和参与评价的作用。在实验过程中，教师应着力强调质性评价方法的应用，改变以往只注重单一的量化评价方法，把质性评价和量化评价有机地结合起来，将形成性评价与终结性评价相结合，有效地描述学生全面发展的状况。质性的评价通常记录了学生的各种行为表现、作品或者思考等描述性的内容，而不仅仅是一个简单的分数，不仅具体直接地描述出学生发展的独特性和差异性，而且较好地全面反映了学生发展的状况，对于关注学生的全面发展具有非常重要的价值。质性的评价方法多以描述和记录为主，比较真实、深入地再现学生发展的过程。形成性评价强调的是关注学生的发展过程，质性的评价方法提供了非常有效的评价手段。
4、提高任务完成率的策略研究（经验总结法）
1）学案导学策略 导学贯穿整个教学过程，重点是设计预习任务，正确地引导或指导学生进行预习，起到导读、导思、导用的作用。2）课堂互动策略 课堂互动包括认识互动、信息互动和角色互动。这一切都是以完成任务为前提。教师可以设计一些问答、讨论、辩论等任务使师生、生生在课堂上互动起来。教师在课堂上扮演着帮助者，指导者，倡导者等角色。3）课后活动策略 各种活动贯彻以学生为主体的原则，开辟各种途径和创造各种场合锻炼学生运用语言的能力。在学校开办校园广播站，举办英语口语、演讲、圣诞晚会等，进行小型的研究性课题，在上课前5-10分钟轮流展示他们的成果等。
（六）课题研究的方法
1、文献研究：组织课题组成员学习、研究系统的教育教学理论、经验，写读书笔记，结合课堂教学中的共性问题，开展专题研讨。
2、行动研究：以科学理论为指导，对实践进行不断的反思、诊断，从而发现问题，制定出科学解决问题的方案，开始行动（观察、记录），进而作出评价（分析、归纳）。
3、调查和统计研究：通过召开师生座谈会，设计问卷等形式，采用询问法、问卷法，了解有关情况，交流成功经验。
4、经验总结研究：把某类教育、教学现象进行分析，加以总结。
七、研究步骤和时间安排
1、准备阶段（2007年4月——8月）建立课题组、进行申报、作好前期准备工作、启动课题研究
2、实施阶段（2007年9月2010年2月）按照课题成员分工、全面实施计划、修改方案、总结经验、写出阶段论
第三篇：任务型教学法论文
任务型教学法在小学英语教学中的实践与应用研究
王艳艳
引言：
任务型教学（Task-Based Approach）是20世纪80年代外语教学研究者经过大量研究和实践提出的一个具有重要影响的语言教学模式。该模式以任务为中心，是20年来交际教学思想的一种发展形态，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。任务型教学法产生于国外，始于1979年，N.S.Prabhu在印度高科技区进行了一项强交际法的实验（Bangalore Project）提出了许多任务类型，并把学习内容设计成各种交际任务，让学生通过完成任务进行学习。Prabhu的这项实验可以看作是把任务作为课堂设计的单元的第一次尝试，并引起了语言教学界的关注。任务型教学法以具体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式（而不仅仅是以测试的分数）来体现教学的成就。在教学过程中，教师围绕特定的交际目的和语言项目，设计出可操作性强的、任务化的教学活动，运用学习任务组织教学，强化了语言实际应用的过程，充分体现了语言的交际本质；学生通过多种语言活动完成任务，达到学习语言和掌握语言的目的。近年来，国际上广泛采用任务型教学途径。我国的《英语课程标准》以学生 “能做某事”的描述方式设定各级目标要求。要求学生在教师的指导下，通过“任务型”学习活动发展他们的“综合语言运用能力”。它要求教师应该避免单纯传授语言知识的教学方法，尽量采用“任务型”的教学途径。教师应依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。这说明任务型教学途径是我国外语教育教学改革的一个走向。同时，现采用的人教版PEP小学英语教材，从内容的选择，层次的递进,课程的设置等各方面都很适合任务型教学的实施。为此,我们在课堂进行了任务型教学模式的研究,旨在构建小学英语任务型教学模式的课堂结构和提供一套相应的操作措施。
一、任务型教学法在小学英语教学中的操作措施
任务型教学模式结合小学生的特征，有效整合人教版PEP小学英语教材，并且“以学生为主体，以任务为载体，以话题为主线，以培养学生的综合语言能力为目的”的教学理念，初步构建了小学英语任务型教学模式，并将其操作步骤规范如下：
1、Leading-in（热身运动，引起学生的兴趣）
2、Pre-task（呈现完成任务需要的知识，介绍任务的要求和实施任务的步骤）
3、While-task（设计数个微型任务，构成任务链，学生一个人或小组形式完成各项任务）
4、Post-task（以展示、表演等形式出示结果）
5、Check（自我评价、小组互评、教师总评价）
6、Homework（做与任务有关的作业或为下节课做准备的作业）
英语教学法的过程实际上是把教材内容活化为学生交际行为的过程。这就需要教师结教材进行活化处理，把文字形式化为声情并茂的语言活动。因此，教师精心设计教学任务非常重要。教师必须深入分析教材，把握各个单元的语言功能话题在真实生活中的运用情景，根据教学内容、教学条件以及师生状况，设计出符合真实生活的任务型教学活动。
其次，认真设计教学过程。在课堂教学的开始阶段教师就应把设计好的任务以不同的方式呈现给学生。如，教师可以运用实物、图片或形体语言，配合录音、录像、幻灯以及多媒体课件等视听手段进行该任务的整体输入，让学生在感知语言信息的同时自然地受到任务的驱动，这有利于提高学生的学习兴趣和强化学生的学习动机。由于学生的语言知识和语言技能与完成任务之间存在着差距，他们需要通过学习来获得完成教学任务的知识教学的技能。这个学习的过程就是完成教学任务的知识教学和技能训练的过程。教师在这一教学过程的备课阶段，要抓住小学生好活动、善模仿和记忆力强的特点，组织好与完成任务密切相关的、生动活泼的课堂教学活动（例如，听、说、唱、写、画、赛、游戏、表演等），使学生主动、愉快地参与学习，自然、轻松地学习和掌握完成任务所需的语言知识和技能。这些围绕完成任务所需的语言知识而进行的听、说、读、写的基础训练为随后的学生分小组完成数个微型任务打下基础。在完成上述教学活动之后，教师可把教学进程自然过渡到完成任务上来。在此阶段，教师要根据学生的实际情况设计各种任务，并引导学生创造地完成。
同时，教师可以在学生完成任务的过程中和任务完成后，通过考察和交流，对学生的书面作业、口头问答、课堂展示、学习态度、参与程度和合作精神等作出过程性评价。这种评价可使学生在学习过程中不断得到激励，产生自信心和成就感，并转化为继续进步的动力。而在布置家庭作业时，教师应拟出一至两个与教学内容和话题任务相关的话题，让学生在下一节课以小组为单位进行汇报或表演。小学阶段我们所设计的课外作业有：制作姓名卡片和地址簿，用英语给朋友或老师打电话，学唱英语歌曲，讲英语幽默故事，自制写有英文祝辞的圣诞卡或新年贺卡，模仿课文或对话并录音，用英语写配图短文，给笔友发E-mail,设计英语晚会，用英语收集自己、朋友和家人喜欢的食物、饮料、水果、蔬菜、服装等，查寻各国主要城市及首都名称用英语做简单介绍等。
二、采用任务型教学法设计课堂教学应注意的几点
笔者认为，“任务型”教学活动中所设置的活动要有明确的目的性和可操作活动应以学生的生活经验和兴趣为出发点，设计出让小学生乐于参加的游戏、猜谜、小制作的小品表演等活动，使学生在学中玩，玩中学，紧紧地抓住他们的好奇心理，吸引他们的注意力，参与到活动中来，比如：学习第五册Unit 3时让学生为自己喜欢的食品制一份广告的活动，能大大调动学生的学习积极性，激发他们的兴趣，当他们能顺利完成任务感受成功的时候，就会树立起自信心，把兴趣化成动机，豪情满怀地参加到学习中来，在学习过程中遇到的困难也能克服。
其次，任务的设计要难度适当，给予学生成功的机会。教师设计活动时，必须根据教学内容设计适合学生水平的任务，要让学生有事可做、有话可说，并让学生感受到“我能做我会做”。即使是预先设计好的任务，也应根据形式掌握的情况随时进行调整。对于低、中、高不同年级的学生，教师更要把握好任务的形式、内容和难度。比如：同样的话题“food”要求低年级的学生能进行简单的交流，相互了解对方所喜欢的食物；要求中高年级的学生能说出喜欢某种食物的原因,并能设计出一日三餐的营养食谱。
任务型教学采取合作学习，注意组内的合理分工 任务型教学中所设计的任务大部分依靠小组活动来完成，小组的作用不仅体现在课堂上，它还可以延伸到课外，取得良好的效果。小组是一个密不可分的整体，是亲密的合作伙伴。采用合作学习的方式有利于学生共同提高。同时要确保每个学生都有事可做，这点非常重要。因此，学生在组内要有明确的分工。每组的组长要协助教师组织和监督任务的执行情况。教师的任务是：规定任务准备与完成的日期、任务内容、展示要求和注意事项。
《新标准》所倡导的任务型教学将成为发展学生语言能力和综合素质的重要途径。当然，这一教学模式还有好些问题有待于解决，比如任务的选择并有进行需求分析，任务的等级评定也是任意的，并且任何形式中心的活动在语言教学中都受到排斥，学生以对子或小组的形式来完成任务，教师在其间不直接指导都有待进一步探讨和研究。
任务型教学法是语言教学的有效途径，同时它是一种新型的教学方式，因此需要在教学中大胆实践，积极探索，使任务型教学模式能够在提高学生的英语实际运用能力上发挥出最大的效应。
第四篇：任务型教学论文
摘 要：在英语教学的过程中，任务型教学法具有重要的作用，它能够使得学生学习兴趣得到提高，同时培养学生学习的技巧和方法，使其更好的应用到学习过程中去。任务型教学法是一种新型的教育理念，在教学过程中，其要求教师应积极发挥主导作用，精心设计课堂，实现语言情节的生动活泼，从而为学生的积极主动参与创造有利条件，让学生能够谈论喜欢的内容，认真完成任务，激发起学习的动力。
关键词：任务型教学法；英语教学；应用分析 在英语教学的过程中，任务型教学法不但可以使得学生在英语学习方面的兴趣提高，而且能够引导学生掌握学习方法和技巧，以更好应用到日后的英语学习中去。它既能够为给学生创造良好的学习环境，又能使其综合能力得到有效提高。同时，还可以对学生在生活中解决和分析问题能力加以培养。笔者在此对英语教学过程中的任务型教学法进行分析，以期能够发挥其在英语教学中的积极作用[1]。
任务型教学法是在上世纪80年代提出的，90年代后其在理论上获得了不断的进步和成熟，这是强调学生创新能力和应用能力培养的新型教学法，顺应了英语教学的发展方向。所以，当前在英语教学的过程中积极开展任务教学法，对于学生英语运用能力的培养和英语教学改革的实现具有重要的意义。
一、任务型教学的含义
所谓任务型教学，即task—basedlanguageteaching，主要是指将任务作为核心进行语言组织、单位计划的教学方式。其中“任务”就是人们在每天生活和工作中所不断进行的各项活动。然而，在外语教学的过程中，尤其是任务型的教学中，“任务”主要是指将真实世界作为参照，通过形式语言来进行一系列的活动。因为在任务型学习过程中，“任务”和真实生活中任务存在很多一样的地方。《语言学习认知法》对坎德林、朗、纽南的观点加以综述，总结了“任务”应具有的五个特征：（1）最重要的就是意义；(2)需要对某个交际问题进行有效解决；(3)在真实世界中存在着类似活动；(4)首先要进行的考虑就是任务的完成；(5)结合任务结果来对任务执行情况加以评价。任务型教学所强调的是，学生应在真实的任务驱动下，在对任务进行探究以及解决的过程中，进行自主协作，从而在会话和讨论的过程中进行学习活动[2]。
二、任务型教学法的基本设置原则和理论框架
1．设置任务应遵循的三项重要原则
三项重要原则主要为：真实性的原则、形式和功能的原则；任务依赖性的原则。其中真实性的原则主要是指应确保学习者所处理以及接触的语言材料都是真实可靠的。这些材料应为那些会在目的语境中见到书面语或者口语，而非某个教授为语言而特意编撰的。
而形式和功能的原则主要是指所在任务的设置过程中应使学习者采用演绎或归纳的方法来对不同语言的形式和功能目的加以有效解释。
任务依赖性的原则和教学程序有着密切关系，其主要是指在教学过程中各种任务的排列次序。这条原则还包涵另一个意思，那就是任务应从接收开始向生产进行依次排列，即读和听的任务应放在说与写之前，以及复制性的任务应放在创造性任务的以前。所谓复制性任务主要是指学生在老师所提供的语言材料中进行语言的再现，而创造性的任务则主要是指学生使用以前没有见过或者没有被提示过的语言来认真完成任务[3]。
2．任务教学法的理论框架
威利斯曾提出任务型教学的主要实施框架。其主要内容包括：前期任务(Pre—taskstage)，主要是对主题以及任务加以介绍；任务的主要环节(Taskcycle)，主要是对计划、任务、报告进行有关介绍；语言的焦点(Languagefocus)，其主要是进行练习和分析[4]。在前期的任务中存在两方面的基本功能：主要是对学习者所选话题进行介绍，并激发学习者对于此话题的学习兴趣，从而认真准备相关的短语、词汇、句子，保证任务的有效完成。在这个过程中，还有一个附加的功能那就是使学生能够在执行任务的过程中进行流利的交流。在任务的主要环节中，主要任务进行筹划和汇报。在这个过程中，学生应以配对以及小组的形式来对他们的语言资源加以运用，以此来实现任务目标。为了防止出现在语言交流过程中使用不精确的现象，学生应与老师一起筹划进行汇报，通过书面或者口头的方式在全班进行公开展示。而语言的焦点则主要就是对语言进行聚焦的过程。在这个过程中，需要分析和鉴别在任务完成过程中所自然使用到的语言。这些语言的分析能够是关于句法、功能、构词、词汇、意义以及语用的基本范畴和语音特征。在进行一定的分析以后就是进行短语、词汇、句子的操作了。
三、在英语教学中任务型教学的主要特点
在（Designing Tasks for the Communicative Cla．ssroom)一书中David Numan就明确表示，任务就是指“做事”，为了保证任务的完成，学习者用将“意义”作为目的，调动各种非语言以及语言资源来进行意义的共建，从而达到某种交际问题得以解决的目的。在进入到21世纪以后，这种用语言来做事的教学方式也渐渐渗透到我国的英语教学过程中，在英语教学中任务型教学的主要特点为以下几个方面：
1.信息沟通更加突出
信息的共享和沟通是人类普遍存在的心理需求。一旦不能满足这种需要，人就会去重新的追求和寻觅。而任务型教学法正是对学生这种心理需求的有效运用，通过有意识地对信息差的任务方式进行创造来使得学生学习积极性和兴趣得到调动，更好的投入到语言交际过程中。在这种氛围中，学生会带着一定的渴求来传递信息和获得信息，从而更好的运用语言，强调信息沟通，语言表达的重要性，而不是过多强调语言形式。
2.体现交际活动的真实性
在英语教学过程中一个重要目标就是使得学生真实交际能力得到培养，在当前的英语教学过程中，很多把功能作为基础的教学活动还没有真正做到源自真实生活，而最多只能叫做准交际。要想在真实生活中提高学生运用语言的能力，就必须在教学活动中让学生能够积极参与以及完成真实的任务。任务型教学法在设计以及实践上都是将学生的实际生活经验和知识水平作为基础的，其强调通过课堂教学法来让学生使用英语完成真实的学习、生活和工作，从而使得学生在运用英语方面的能力得到有效提升[5]。
3.充分发挥学生主体作用
在任务型教学法中，并不是将某一个语言形式当作训练的主要目标，而是将一个个任务来当作引子，通过学生各项任务的完成而进行大量的、多形式的语言实践，从而使得语言的综合运用能力得到提升。任务的完成需要学生充分发挥其主观能动性，进行主动的思考，用所学到的知识来对新问题、新情况加以解决，再通过同学间、师生间信息交流，让学生在语言运用方面的能力得到有效提升。所以，在任务的完成过程中也应充分发挥学生的主体地位，以此来切实提高学生的语言运用能力和水平。
4.积极进行语言实践
英语是一种语言，是进行交际的工具，所以其具有一定的实践性。学生对语言进行学习的主要目的就是交际，而获得这种交际能力应有大量的、足够的语言实践。任务型教学法所强调的就是在交际活动中对语言进行使用的结果，而非单纯进行语言知识的学习和语言技能的训练。在任务型教学法中，因为许多任务都是由group work、pair work来完成的。所以这样会给学生留下更多活动时间，从而大大增加学生在语言实践方面的活动总量。所以，任务型教学法的一个重要特征就是为学生提供一系列实践机会。
四、任务型教学法在英语教学中的应用
1．任务的设置
第一，在设置任务时确保目的明确，并具有一定的可操作性，也就是说在对任务进行设置时应要有明确主题。所有任务都必须和这个主题保持联系，这样才能使得学生集中注意力，围绕主题进行多方面拓展、多层次探讨的开展。如，在What time do you usually get up?的单元能够进行Survey任务的设计，让学生通过对父母朋友作息时间进行调查，来在课堂上展开积极的交流。
第二，任务的设置应考虑学生的兴趣和生活经验，应尽量保证方式和内容的真实性。在对体育运动、游戏等词汇进行学习以后，教师应引导学生写出自己感兴趣和不感兴趣的活动，然后两人一组，来对课外活动项目看法加以讨论，最后对全班学生所喜欢的课外活动加以统计。此外，还可以引导学生围绕which activity is the best ofall and why的辩题展开讨论。
第三，设置的任务应能够保证学生处理、使用和获取有效的信息，方便其用英语和他人进行交流，培养起用英语来对实际问题加以解决的能力。如针对“怎样安全逃离火灾现场”的任务，学生可以根据一般常识和课文中所学到的知识来找出相关的措施。通过这项任务的完成，学生可以清楚地明白在发生火灾时可以做什么，不可以做什么，怎样才可以安全逃离出现场。
2．任务的完成
在任务的完成过程中，首先应引导学生进行一定能力和知识的储备，以为任务的完成打下基础。教师在教学任务进行设计以后，在课堂教学的开始就应将任务告诉学生。学生要想圆满完成老师的任务，就应该进行一系列的查阅、阅读、分析等，以此来完成任务。这个对教学内容进行学习的过程就是技能训练和知识教学的过程。其次，在任务的实施过程中需要学生和教师采取准备措施，比如对足够信息资源的收集。实施任务的一个重要目的就是为学生提供交流信息、获取信息、应用信息、处理信息的过程。在这个过程中，教师作为活动的引导者、组织者，也可以参与到活动之中，引导学生积极参与到Pairwork或Groupwork等小组方式中去，以确保任务的共同完成。
3．任务完成结果的展示以及评价
通过任务型学习活动能够使学生有一种完成任务后的自豪感和成就感。为了能够实现这种目的，在任务完成以后应进行一定的评价和展示。通过相互之间的交流，学生能够对各自完成任务情况进行进一步分析，教师以及学生进行相关点评，确保学生吸取到好的做法和经验，对自己的实践过程和思维模式加以修正、完善。同时，也可以通过学生对自己作品的价值和质量进行判断的方式，学会判断和反思自己的努力和进步。
五、结语
伴随着不断提高的素质教育要求，任务型教学在英语教学中获得了广泛的运用。其要求教师通过自己角色的转换，将学生作为主体来对教学活动加以设计，充分实现学生的主体作用。随着不断深化的任务，学生在运用语言方面的能力也会得到不断提高。而随着附近不同的环境，学生可以结合客观需要以及自身所掌握的知识来对新知识加以构建。当然任务型教学只是形式多样的教学方法中的一种，在实际的英语教学过程中，教师应结合不同的客观需来对正确的教学法加以选择，实现英语课堂教学的不断优化[6]。
第五篇：任务型教学法 论文
浙江外国语学院本科毕业设计(论文)正文
目录
Abstract...................................................................................................................................i 摘要.......................................................................................................................................ii 1.Introduction.......................................................................................................................1 2.Literature review................................................................................................................2 2.1 Definition of a task......................................................................................................2 2.2 Task-based language teaching in reading ……………………………………………3
3.Application of task-based language teaching in reading.................................................5 3.1 Pre-reading stage..........................................................................................................7 3.2 While-reading stage.....................................................................................................7 3.3 Post-reading stage........................................................................................................9 4.Evaluation..........................................................................................................................9 5.Conclusion.......................................................................................................................12 Works Cited.........................................................................................................................13
On application of Task-based Language Teaching in English Reading in Junior High Schools
Wu Xiangzhen
Abstract: The teaching of reading in junior high schools is a crucial part of teaching English.The New English Curriculum, which advocates the method of task-based language teaching, has been carried out throughout China for many years.It emphasizes learning by doing and aims at providing opportunities for the learners to experiment with both spoken and written language through learning activities.The paper first analyzes some difficulties in teaching reading.Then it proposes the model of task-based language in teaching reading in order to overcome these difficulties.The third part explores its application at three stages: pre-reading, while-reading and post-reading.Finally it evaluates the effectiveness of the task-based language teaching.Key words: task-based language teaching;junior high schools;English reading
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任务型教学法在中学英语阅读课中的应用
摘要: 初中英语阅读教学是英语教学中一个非常重要的部分。《英语课程标准》已经在中国普遍实施，并且它提倡任务型教学模式。任务型教学法提倡在做中学,并且通过活动旨在给学习者提供口语和书面语练习的机会。本文首先介绍了造成英语阅读教学的一些困难。然后提出了任务型教学英语阅读的教学模式为了克服这些困难。第三部分探讨了它在三个阶段的实施：阅读前、阅读中和阅读后。最后评价了任务型教学法的有效性。
关键词：任务型教学法；中学；英语阅读
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On application of Task-based Language Teaching in English Reading in Junior High Schools
1.Introduction
When I worked as an intern in a junior high school, many students have low reading levels and limited skills.There are some difficulties in reading.The main difficulty is their limited English vocabulary.Some students lack English vocabulary, so they cannot understand the connotation of reading materials.However, if we want to understand the reading materials, we must have sufficient vocabulary.In other words, sufficient vocabulary can help us have a good comprehension of reading materials.But the junior high schools’ students have limited English vocabulary, which affect the comprehension of reading materials.What’s more, students don’t know how to build up their vocabulary.Another problem is students’ bad English reading habit.The junior high schools’ students don’t have a good habit of reading English.First, students have a small amount of English reading.Students only read the text-books and do exercises, then they don’t read other English materials.Second, most students have no interest in reading English materials.Third, most students read the passage word by word, and they don’t understand the meaning of the passage as a whole.They rely on teacher’s translation and explanation.In addition, many students have poor English reading skills.Most students have not mastered basic English reading comprehension skill.First, when students do some reading comprehension, they frequently read the article first, and then read the title and the last part of the passage to find out the answer.This is not only a waste of time, but also there is no effect to read in this way.Second, a large number of students don’t pay enough attention to the topic sentence.They read the article word by word and cannot logically understand the passage.So teachers should develop students’ reading skill gradually because it is remarkably crucial for students to improve reading ability.According to the reading problems in junior high schools’ students, we can see the present situation of reading teaching in English clearly.In such a situation, is task-based language teaching effective in improving students’ reading ability? This is the issue the
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paper is intended to explore.2.Literature review 2.1 Definition of a task
Before we want to know task-based language teaching, we should first know what the meaning of a task is.Many people have given a definition to a task.A variety of definitions of a task can be found as follows: According to Long, a task refers to the all kinds of things people do in their daily life, at work and at entertainment.A task is that when you ask some other people what things they do and they will tell those things to you.But they are not the applied linguists.(Chen Yajie 3)
In Crookes’s opinion a task is that the work is along with a purpose, and it is accomplished as a part of a course or work, or it is used to obtain the research data.Breen gave a definition to a task, any kind of language behavior that has been organized carefully, it has specific goals, appropriate content, specific teaching process and a variety of different results.So a task is considered as a series of work plan, whose overall goal is to promote the language learning, whether the practice is simple or the activity is complicated, such as solving the problem, make a decision through the group work.(Chen Yajie 6)
According to Bygate et.al., a task is a kind of activity that is influenced by the teaching in short or long term, it needs the learners to pay attention to the meaning of the language and use the language to achieve the goal.(Chen Yajie 6)
Willis thinks the task of language activities the learners use, they are not only to communicate objections, but also to achieve a goal.(Chen Yajie 6)
Prabhu thinks “[A task is] an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process.”(Prahbu 24).Nunnan thinks “a task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form.The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end.”
(Nunnan
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8).Skehan thinks “a task is an activity in which 1)meaning is primary 2)learners are not given other people’s meaning to regurgitate 3)there is some sort of relationship to comparable real-world activities 4)task completion has some priority 5)the assessment of the task is terms of outcome.”(Skehan 9).Ellis thinks a kind of work plan requires learners to deal with the language when they are using the language in real life in order to achieve an outcome, and the evaluation of the results can see whether it conveys the correct or appropriate propositional content.So, it needs learners to focus on the meaning of the language firstly and take advantage of their knowledge of the language, although the design of the task may lead them to choose a specific language form in advance.A task aims at using the language and this using may direct or indirect relate to the language use in real world.Like other language activities, a task can involve output and receptive skills, oral and written communication skills, as well as a variety of cognitive process.(Edwards & Wllis 18)
All the experts mentioned above had given their own definitions to a task on different aspects.For example, Breen sees a task as a work-plan, which have the overall purposes of facilitating language learning from the simple and brief exercise type.However, Skehan described the five key characteristics of a task.In my opinion, I think a task is that the teacher puts forward some requirements that you need to do some activities to accomplish by using some devices.A task is that people do some things in order to achieve some goals and the activities carried out by people become a necessity in the language using.2.2 Task-based language teaching in reading
Task-based language teaching is a kind of effective approach which was first started and radically established since 1980s.It is a development of Communicative Language Teaching.It is first put forward by Prabhus.Some experts had given other definitions of task-based language teaching.Nunan thought task-based language teaching is an approach to the design of language course in which the point of departure is not an ordered list of linguistic items, but a collection of tasks.(Nunan19-38)Jane Willis thinks task-based language teaching is an approach to language teaching which makes use of authentic materials in communicative tasks.These pedagogical tasks
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reflect real-world tasks that the learners in a given situation would complete as a part of their daily life.Pedagogical tasks act as building blocks to an ultimate objective.Thus, TBLT relies both on the learner’s ability to learn analytically and on the teacher’s flexibility and creativity are demanded as he/she diagnoses the outcomes of each task and creates new materials in response to newly revealed learner needs.TBLT is a complex approach to language teaching, but in its complexity it responds to both current SLA theory as well as the practical needs of the classroom.(Willis72-75)
The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.(Hong Kong’s English Syllabus)
According to those definitions of task-based language teaching, a lot of scholars tend to put it into teaching reading in Junior English.In order to use it effectively, people do some many researches from abroad and at home.In other countries, Prabhu gave a definition to a task in his book Second Language Pedagogy.He carried out the famous Bangalore Communicational Teaching Project in India for around five years.He put forward a lot of task types, and designed the content into a variety of communicative tasks learning to let students learn by completing tasks.Prabhu’s Bangalore Communicational Teaching Project is a milestone in Second Language teaching and he has laid a solid basis for the further development of task-based language teaching.(Prabhu53-56)
Jane Willis and Peter Skehan put forward a model for achieving the concerned about the balance the communication on one hand, and form a general on the other hand.The framework of the model is pre-task, during-task and post-task.Willis emphasized a methodology for using tasks to combine naturalness of communication with opportunities to focus on form.Skehan made a similar attempt to show how balance between form and meaning can be achieved.In addition, he tried to link the methodology to the information-processing framework more explicitly.They put tasks at the center of Second Language teaching and learning, which gives opportunities to learn well.What’s more, they gave a clear, practical and ready-made framework for task-based teachers and researchers.This framework results from extensive trials of TBLT all over the world.Regarding the methodological procedures for implementing the task-based language teaching work-plan in class, Rod Ellis takes into two kinds of procedures: the lesson plan and participatory structure.The purpose of the task-based methodology is to give
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opportunities for language learning and skills development by means of building the cooperation knowledge.According to these researchers and other researchers’ study, it contributes to the development of task-based approach.They give the direction of task-based approach in English teaching and learning as a foreign language.And also, they give a clue for our country’s study in task-based approach.In China, the research of the task-based language teaching started in 1990s.Xia Jimei and Wu Xudong firstly introduced task-based language teaching to China.And many researchers tend to put it into English teaching, especially in teaching the reading of English.With the carry out of The English Curriculum Standard, the study has developed furthermore.Nonetheless, their study is still at the beginning of the stage.In recent years, many scholars and English teachers strive to put the task-based language teaching into reading teaching such as Lu Li, Lin Lixian, and Ma Yinghua.Lu Li made an experiment of one-year task-based language teaching in the middle school and found that experimental class made more progress in listening and writing than the control class.Ma Yinghua analyzed the characteristics of the task-based reading instruction and made an attempt on the combination of task-based language teaching model with the traditional material.In her point of view, the effective integration of the task-based language teaching model with the traditional language-focused reading model brings about the improvement of students’ language comprehension ability.Their research enlightens, inspires and supports the task-based language teaching in English reading instruction.But it is a pity that their studies are only restricted to theory research or a separate lesson design.The research both at home and abroad shows that we should make more efforts on studying task-based reading instruction and put task-based language teaching into English reading class so that we can improve students’ comprehension ability, the talent of using language and some other capabilities.So we should use task-based language teaching in English reading class.3.Application of task-based language teaching in reading
This part will demonstrate the procedures to carry out a task-based language teaching in English reading.５
All the traditional models of teaching reading cannot improve students’ language ability, so many experts attempt to find another effective way.They find the task-based language teaching is useful in teaching reading.So many teachers try to apply the model to teaching reading in English class.In this part, I would use the example that I used when I was a practice teacher in junior middle school.I would use the example to present the procedure of task-based language teaching in reading.The example is from the English textbook published by Foreign Language Teaching and Research Press.The lesson is Module 3, unit 2.The title is The Library is on the Left of the Playground.Before using the example, I will introduce some models of teaching reading in English.Firstly, the traditional model.Based on bottom-up model of reading, this model uses traditional Grammar-Translation Method to teach reading.It is teacher-centered model.During the learning process, the teacher acts as a dominator and the students are only like receptacles.The teacher talks from the beginning to the end through the whole class.The teacher explains the grammar rules, analyzes sentence structures, translates the passage sentence by sentence and explains the keywords and sentences to students.In this kind of class, students almost have no time to read, to think, to speak and to practice.They have no opportunities to express their own ideas to the whole class and the teacher.Students are totally ignored by the teacher and they have no chance to communicate with each other.As a result, the students lack the ability to communicate with each other and lack the comprehension competence, then they cannot use the English language well.But it also has some advantages.It improves the students’ writing ability as well as it enables the students to form a more solid knowledge of grammar.In this model, I will introduce some grammar to the students and when the students cannot understand my instructions or some explanations, I will use the mother tongue to explain the instructions, Secondly, Question-and-answer model.In order to change the traditional model in English teaching and improve the students’ ability to use language, then teachers adopt the ask-and-answer model to replace of the traditional model.I will ask some questions to let the students answer.Through the process of question-and-answer, the students improve the ability of expressing themselves.What’s more, the Presentation, Practice and Production model.Almost all the teachers are familiar with the Presentation, Practice and Production(PPP)model of teaching.A PPP lesson would be started by the teacher introducing a new language item
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in context followed by some controlled practices, such as repetition, read the passage or dialogue and so on.Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview and so on.After the students accomplishing the tasks, I will let the students present their achievements.Meanwhile, I will ask them to practice the language points they have learned in the class.I combine these traditional models with the task-based language teaching model.Then it improves the efficiency of teaching.3.1 Pre-reading stage
In this stage, I introduce some knowledge that is necessary to achieve the tasks, and some other skills.And I put forward some tasks for the students to complete.(1)At the beginning of the class, I present some pictures to let students guess the words according to the pictures.Show the pictures to the students, and let them know the words and phrases: dinning hall, playground, school office, classroom building, sports hall, science building, the library and school gate.Let the students master the basic names of the building in school.(2)Practice to use those phrases and words that have been learned last class: behind, front, in front of, on the right, on the right of, on one’s right, on the left, on the left of, on one’s left and between…and….And the students can use the phrases and words to describe the pictures.(3)Show the picture that the textbook used, let the students open the book and read the title together, then ask the students to get some information from the title and the picture.(4)According to the title, The Library is on the Left of the Playground, instruct the students to predict: what will the passage talk about? 3.2 While-reading stage(1)Skimming.Require the students to read the passage quickly and to find out the new words and phrases that they think important.List some questions about the passage on the blackboard to let the students answer after they reading the passage.① How many buildings are there in our school according to the passage? ② What are the names of the building? ③ Is the playground in the middle of the school?
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(2)Scanning.Let the students read the passage again and understand the meaning of the passage.(3)Careful reading.Ask the students to read the passage carefully, and catch the key words.Firstly, the teacher should explain what the key words are to the students.Then let them read the passage carefully and concentrate on the key words.Secondly, ask some questions to let the students answer.④ What is on the left of the playground? ⑤ What things are there in the library? ⑥ Where are the school offices? ⑦ How many classrooms are there in the classroom buildings? ⑧ Where is the dinning hall? ⑨ Where is the sports hall? ⑩ Where is the science building? 11 Where are the science labs and computer rooms?(4)After the students answering the questions, I let them fill the blank on the blackboard.(4)Then read the passage again and check whether they have questions or not.８ Classroom building
playground
School gate In this stage, I also use the Question-and-Answer model.By using the methods of questioning, answering, facilitating and directing, the information is presented in a variety of ways rather than in one way, in other words, the teachers’ instruction is merely changed into the communication between the teacher and the students.Thus, the students have the chance to take part in classroom activities, and the teacher can understand part of the students’ ideas.What’s more, the teacher dominates the class all the time, which results in the fact that the students cannot take turns to express their ideas.According to this model, it strengthens the interaction between the teacher and the students.What’s more, when the students cannot understand the questions or some instructions, I would use the mother tongue to explain it.By using the traditional model, it can use the task-based language teaching better and can help the students accomplish the tasks more effectively.In this stage, students understand and master the passage according to the questions and tasks the teacher puts forward.Through the pair work or group work, students develop the spirit of cooperation and they can express their ideas bravely.According to the processes of accomplishing the tasks, students can understand the passage better.3.3 Post-reading stage(1)Require the students to present their answers to the classmates.(2)Then according to the form on the blackboard, let the students retell the passage.Before retelling the passage, the teacher should give some minutes to the students to prepare and encourage them not to be afraid of making mistakes.(3)After retelling the passage, let the students use the words and phrases they have learned to describe our school.In this stage, students present their achievements.In addition, they apply the knowledge they have learned to the real life.Then they will master the knowledge better and they will apply the knowledge into the real life.4.Evaluation
According to the example, we find the task-based language teaching have some features.Firstly, it must have a clear goal.Secondly, we should use the examples which are close to the students’ life and the students are interested in them.Thirdly, this is the process of the students to obtain, dispose and communicate information.Fourthly, in this
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model, the students must use the target language to do activities.What’s more, when the students use the language, they should pay attention to expressing meaning.At last, we must obtain a product from the activities.According to this example, there are a lot of advantages of the model of task-based language teaching.Firstly, task-based language teaching focuses on the real situation let students accomplish the goals to master the useful, meaningful language.It is a student-entered model, students have many opportunities to do things in class activities, which would help students improve their ability to use language and open up their thinking.In the example, the students have a number of activities to do.During the process of achieving the activities, they master the language points and know how to express their ideas and how to use the language.Secondly, in TBLT, there are many interactions between teachers and students, between students and students, it will provide an opportunity to develop students’ communicative skills and it can acquire various ideas of the topic from each other.In the example, according to the teacher asks the questions and the students answer the questions, the teacher understands the students’ ideas and the students can express their ideas bravely.Through the process, the students develop their communicative skills.Thirdly, in TBLT, students use group-work or pair-work, students will learn many things from others and feel at home in such an environment.Then they would like to study in this situation and build up their confidence.In the example, the students are fond of the model very much.They would like to express their ideas and they like to take part in the class activities.The atmosphere of the class is very good.And the teacher likes teaching in such an atmosphere.Fourthly, task-based language teaching presents the tasks at the beginning of the class, so the students would do the activities according to the tasks.So students would be interested in the class and arouse the students’ enthusiasm to study.It changes the students’ passive learning model.Fifthly, task-based language teaching has purpose, process and the comprehensive characteristics.According to deal with the problems in the process, the students develop their thinking and they learn to use different kinds of learning strategies to solve a variety of different kinds of problems.As for teachers, they may feel much happier in TBLT class than in traditional class because students like participating in the class and their performance are intensely active.１０
They show much interest in reading.In TBLT, students may present a lot of strange questions, so teachers should broaden the scope of their knowledge to help students solve these strange problems.It can improve teachers’ skills.We can see the model of the task-based language teaching has so many advantages, but there are also some limitations.Firstly, it takes much time and many tasks cannot be accomplished well.There are many tasks to achieve, but the class time is limited, so teachers can not finish all the tasks, which suggests that teachers should find a better way to finish all the tasks efficiently.When I have a class with this model, because there are many interactions between the teacher and the students, and there are many activities, I cannot finish the class in time.As a consequence, I cannot accomplish the tasks very well.Secondly, the teacher cannot make sure that every student can efficiently take part in the tasks.Some students are poor in English, so they do not participate in the activities in class or they are only to be audiences and listeners.Because the class is very big and there are fifty-two students, when I have a class, I cannot pay attention to each student.When they do the activities, some students are only to have a chat.Thirdly, because of group-work or pair-work, students should discuss different ideas with each other, sometimes the discipline in the class will be very poor.The teacher can not manage the class effectively.Due to the big class, sometimes the class is very noisy and I cannot keep them quiet.So it may influence the effectiveness of the teaching.What’s more, because of the examination-oriented education, almost all teachers give up this teaching model.In spite of these limitations, the model of task-based language teaching is an effective way to teach reading in junior middle school.When I use the task-based language teaching to teach a passage, I find the students are more likely to study and they want to take part in the activities.They are brave enough to express their ideas.The atmosphere of the class is active Not only the students can learn things from the teacher and other classmates, but also the teacher can learn things from the students.What’s more, through the model of task-based language teaching, I also develop my communicative skills.And I am better at managing the class.Also, I can deal with the relationships between the teacher and the students better.So we should advocate this model and apply this model to teaching English reading.１１
4.Conclusion The New English Curriculum requires teachers should use task-based language teaching in their classes.Reading plays an important role in teaching English.What’s more, to speak English clearly and make the pronunciation more standard is very important.At the same time, the ability of reading comprehension, creative thinking, solving problem and cooperative spirit has become the essential needs in today’s society, so teachers should use it to teach reading.The TBLT has many advantages, but it also has some limitations.So the teacher should continue to strengthen advantages and overcome limitations.In order to implement the task-based language teaching effectively in junior school English reading class, teachers need to further explore its implementation.But on the whole, the model of task-based language teaching is an effective and feasible approach to teaching reading in junior high school.１２
Works Cited
Edwards,Corony & Jane Wllis.《任务型英语教学法：课堂研究与实践》，高等教育出版社，2009.[Edwards,Corony & Jane Wllis.Teachers Exploring Tasks in English Language Teaching, Higher Educational Press, 2009.] Harmer, Jeremy.How to Teach English, Cambridge University Press, 2004.Nunan, David.Task-based Language Teaching, Cambridge University Press, 2004.Prabhu N.S., Second Language Pedagogy, Oxford University Press, 2001.Skehan, Peter.Cognitive Approach to Language Learning, Shanghai: Shanghai Foreign
Language Educational Press, 2001.Willis, Jane.Framework for Task-based Learning, London: Longman, 1996.社，2011。
龚亚夫、罗少茜，《任务型语言教学》，人民教育出版社，2003。教育部，《义务教育英语课程标准》，北京师范大学出版社，2011。林新事，《英语课程与教学研究》，浙江大学出版社，2008。王蔷，《英语教学法教程》，高等教育出版社，2006。
[Wang Qiang, A Course in English Language Teaching.Higher Educational Press, 2006.]
陈亚杰、薛枝、栗霞，《任务型语言教学：从理论到实践》，外语教学与研究出版
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Acknowledgment
First of all, I would like to express my sincere acknowledgments to my supervisor Xu, for her detailed guidance, critical insights and great patience in the accomplishment of the thesis.Without her invaluable advice and help, the present thesis could not have come into being.Mrs.Xu always gives me precious, valuable and constructive suggestions.I am also grateful to my teachers for their enlightening courses during the undergraduate program and their great help at the thesis proposal stage.Finally my deep gratitude goes to my family and friends for supporting me with both understanding and encouragement throughout my thesis.１４
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