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初中任务型阅读教学的同课异构案例分析

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Chapter 1 Introduction

  1.1 Research Backound English have become the international language in work, communication, trade,and culture and so on. Through reading, students can see the outside world andexperience different cultures. Furthermore, reading is of great importance for theirwork and life in fiiture. Students in junior high school can build their vocabulary byreading. And it is the foundation of listening, speaking and writing. It is supposedthat the aims of reading are to get students to understand the content,and train theirreading skills and cultivate their self-Ieaming ability. Unfortunately, some teachers injunior high schools are still unconsciously applying traditional method in readingteaching in which only translation and language forms are emphasized. Readingclasses are usually turned into vocabulary and grammar classes,which ignore thestructure,style of the reading materials and the background knowledge. No doubtsthat students lose interest and the ability of autonomous learning. And in this way,students' abilities of analysis and solving problems cannot be developed, not tomention cultivating their integrated language capability.In fact, English reading teaching has made promising progress under NewEnglish Curriculum Standard. But many teachers are still confused with its lowefficiency. In order to change this phenomenon, teachers ought to explorecooperatively the suitable and effective teaching method-task七ased languageteaching. As China's curriculum reform processes, task-based language teachingdraws more and more attention. It is not a brand new school of language teaching. ........   1.2 Purpose and Significance of this Study First, the study of task-based language teaching can optimize students' learningstrategy, trigger their motivation,and develop their ability of autonomous learning.In 2011, New Curriculum Standard advocates that more opportunities should beoffered to expose students to real context where they can use the language. Readingclasses under task-based language teaching matches with this idea. Compared withtraditional method, task-based language teaching lays stress on training students'integrated language capability during the class. Students gain a sense ofaccomplishment after finishing the tasks.Second,task-based language teaching is essential for changing current situationin reading classes, especially in rural areas. Teachers may be aware of task-basedlanguage teaching,but they haven't applied it well in practice for reasons.Third,the thesis analyses a pair of heterogeneous classes which were presentedby a teacher and the author herself. Therefore the author knew clearly the difficultiesboth during the preparation and having the class. And the author also received somepositive reaction from students. As a result, some advantages and disadvantages ofapplying TBLT in reading classes were pointed out. Besides, some suggestions wereput forward to help colleagues know how to use task-based language teaching inreading class, such as what kind of tasks are proper, how to design tasks, what should be paid attention to in class etc. ........   Chapter 2 Theoretical Basis and Relevant Researches   This chapter presents theories related to task-based language teaching and theheterogeneous classes. It also provides the relevant researches on task-basedlanguage teaching and heterogeneous classes.   2.1 Heterogeneous Forms of the Same Class Heterogeneous forms of the same class mean different teachers prepare andperform different designing of the same material based on their own teaching ideasand their students such as different English levels,learning styles and learningstrategies and so on. The author uses heterogeneous classes for short.Comparative education research is an approach in which researchers, based oncertain standards, study the same kind of education phenomenon under differentcircumstances to discover the general rules and specific natures of education, andstrive to draw realistic conclusions.Heterogeneous classes fit this theory well. Teachers and education researchersdiscover the differences out of similarities, such as different ways of dealing with thesame teaching materials,setting teaching objectives, applying teaching methods,assessing teaching results, and teaching styles and so on.Effective teaching, as a modern teaching concept, dates back to 20^*^ century inwestern country. It aims to improve teachers' working efficiency, strengthen processevaluation and goal management. ..........   2.2 Tasks The definition of task differs because of the distinction between real-world tasksand pedagogical tasks. Long, Crooks,and Bachman comprehend real-world tasks asfollows:Long's definition is that a task is a piece of work undertaken for oneself or forothers, freely or for some reward. Thus, examples of tasks include painting a fence,dressing a child,filling out a form, buying a pair of shoes,making an airlinereservation, borrowing a library book, taking a driving test, typing a letter,weighinga patient, sorting letters, taking a hotel reservation, writing a cheque,finding a streetdestination and helping someone across a road. In other words,by 'task' is meantthe hundred and one things people do in everyday life, at work’ at play’ and inbetween (Long 1985:89).Crooks understands task as a piece of work or an activity, usually with aspecified objective, undertaken as part of an educational course, at work, or used to elicit data for research (Crooks 1986:1 )?Bachman and Palmer take a task as an activity that involves individuals in usinglanguage for the purpose of achieving a particular goal or objective in a particularsituation (Bachman, Palmer 1996:44). .........   Chapter 3 Research Design......22 3.1Research questions......22 3.2Subjects......23 3.3Teaching Materials......24 3.4Data Collection......24 Chapter 4 A Case Study of the Heterogeneous Classes under TBLT.........25 4.1A Brief Introduction of Case One.........25 4.2The Application of Task-based Language Teaching in Case One.........27 4.3A Brief Introduction of Case Two......36 4.4The Application of Task-based Language Teaching in Case Two............37 Chapter 5 Data Analysis and Discussion......46 5.1Tasks or Exercises......46 5.2Task Types......47 5.3Task Components..................49 5.4Principles in Heterogeneous Classes......54 5.5Framework in Heterogeneous Classes......55 5.6Assessment in Heterogeneous Classes......56   Chapter 5 Data Analysis and Discussion   Heterogeneous classes aim to create characteristic and diverse classes throughcomparative studies. It is advocated that teachers should use the materials to teach,rather than only teach the materials. So teachers make different teaching plans of thesame teaching content based on different teaching concepts and different students'learning situations. This chapter is dedicated to study these two heterogeneousclasses to find out the similarities and contrasts, and then to discuss some merits andproblems in these two classes.   5.1 Tasks or Exercises In the first heterogeneous class, three fourths activities are tasks. And in thesecond heterogeneous class, half activities are tasks. If one task equals one point,then the scores of the two lessons are as follows:Based on Krashen's input hypothesis, teachers are designers and they have tomake sure that students get adequate and appropriate input. Students accomplish 6tasks out of 8 activities in Case One which is proper. And activity 1 is designed totrain students' speaking skills. They can express their ideas freely after watching theclip. Activity 2 aims to develop students' listening skills. They are asked to read thequestion first before listening and then listen to the key sentences for the answers.The purpose of activity 3 and 4 is to train reading skills such as scanning skimmingand careful reading. When students have understood the meaning of the passage, it'stime for them to discuss language points such as key phrases and language featurewould in the passage in activity 5 and 6. Students are ready to produce output {代写论文就找www.haolw.com好论文网}afterthe students get sufficient input of language meaning and language form. The lasttwo activities are closely related to real life where students associate with their lifeexperiences. So the activities in Case One train students' overall language skills. .........   conclusion   The main findings about the merits and shortcomings in the heterogeneousclasses are listed as follows. First, both teachers have the awareness of applyingTask-based Language Teaching in reading classes.1)They designed their class under the framework of pre-task, during-task,andpost-task.2)The teachers provided as many opportunities as possible for the students touse the target language. They acted as a helper and intervene in students' activitiesonly when they are needed.3)The teachers balanced the relationship between language meaning andlanguage forms. The usage of ‘would, was learnt in the passage throughcommunication not in isolated sentences.4)The teachers employed more than one task type such as listing and sharingpersonal experiences. And the activities were performed in various ways whichinclude individual work, pair work,and group work. ......... The reference (omitted)(责任编辑:admin)本文来自好论文网(www.haolw.com),未经允许,不得转载。
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