第一篇：淺談如何提高任務(wù)型教學(xué)的效果論文

隨著江蘇省新課改的進(jìn)一步深入，近幾年的中考英語(yǔ)中出現(xiàn)了一種全新的閱讀題型——任務(wù)型閱讀。任務(wù)型閱讀是在遵循新課程標(biāo)準(zhǔn)的基礎(chǔ)上，根據(jù)任務(wù)型教學(xué)的任務(wù)設(shè)計(jì)而形成的一種新題型。它主要考查考生根據(jù)所提供的信息解決實(shí)際問題的能力，包括閱讀信息、處理信息、轉(zhuǎn)換信息以及用英語(yǔ)進(jìn)行思維和表達(dá)的能力。然而一直以來，任務(wù)型閱讀的教學(xué)效果卻不能盡如人意。

一、造成任務(wù)型閱讀教學(xué)效果不佳的原因。

筆者認(rèn)為，造成這種現(xiàn)象的原因主要有兩方面：一是缺乏理論的指導(dǎo)。新題型的推出在師生中產(chǎn)生了極大的影響，許多學(xué)生在沒有科學(xué)理論的指導(dǎo)下感覺無從下手，不知所措。甚至在教學(xué)一線的老師也感覺到不太適應(yīng)。二是教師對(duì)任務(wù)型閱讀教學(xué)的研究甚少。翻開各類教學(xué)雜志書籍，對(duì)于任務(wù)型閱讀教學(xué)的研究較少。絕大部分教師對(duì)于如何組織好任務(wù)型閱讀教學(xué)課，開展有效的訓(xùn)練活動(dòng)缺乏基本的研究。大多數(shù)教師仍沿用閱讀訓(xùn)練的模式來訓(xùn)練學(xué)生進(jìn)行有效閱讀，缺乏針對(duì)性。

二、提高英語(yǔ)任務(wù)型閱讀教學(xué)效果的途徑。

第一，任務(wù)型閱讀是由文章和圖表兩部分組成。文章涉及的題材較為廣泛，可能是記敘文、說明文也可能是議論文。內(nèi)容涉及各個(gè)領(lǐng)域：歷史，科普，教育，體育，人文等等。圖表大多體現(xiàn)了文章的結(jié)構(gòu)與主線，是掌握作者寫作目的與文章主旨的重要提示。因此，在平時(shí)的教學(xué)中教師應(yīng)當(dāng)使學(xué)生了解任務(wù)型閱讀這一題型的特點(diǎn)，并且加強(qiáng)閱讀訓(xùn)練，使學(xué)生能夠快速地掌握文章大意，明確作者寫作意圖，抓住表格信息，提高答題速度與準(zhǔn)確度。

第二，關(guān)注詞匯及語(yǔ)法教學(xué)模式的轉(zhuǎn)變。任務(wù)型閱讀要求根據(jù)文章信息在表格中填寫出相應(yīng)詞匯，但一般不會(huì)單純地把文章中的原詞填寫到表格中來，這就要求我們對(duì)詞匯作出一定的變形。對(duì)詞匯的考察包括名詞單復(fù)數(shù)，動(dòng)詞時(shí)態(tài)語(yǔ)態(tài)的變化，形容詞、副詞的變化，同義詞（組）與反義詞（組）的轉(zhuǎn)換，連詞的考察以及固定詞語(yǔ)的搭配。這就要求學(xué)生在平時(shí)的學(xué)習(xí)中注重積累相關(guān)的詞匯與語(yǔ)法知識(shí)。

第三，限時(shí)閱讀?？荚嚥粌H考查學(xué)生做題的準(zhǔn)確度，同時(shí)也考察學(xué)生的解題速度。任務(wù)型閱讀一共十個(gè)空格，完成時(shí)間大約15分鐘。要想在15分鐘內(nèi)既快又準(zhǔn)確地答題，這就要求學(xué)生平時(shí)做大量的限時(shí)訓(xùn)練，提高答題的速度與準(zhǔn)確度。

三、任務(wù)型閱讀的解題步驟。

第一，閱讀文章前，觀察圖表。關(guān)注圖表是否有標(biāo)題，是否需要填寫標(biāo)題，因?yàn)闃?biāo)題往往體現(xiàn)了文章大意。比如表格的標(biāo)題為Walking to keep fit，那么這篇文章就是關(guān)于散步來保持健康的相關(guān)知識(shí)，而不是關(guān)于計(jì)算機(jī)，音樂或者環(huán)保等相關(guān)主題。通過觀察圖表，我們還可以大致了解文章的結(jié)構(gòu)，大致將文章分為幾大部分。文章一般都是按照一定的內(nèi)容來劃分成若干段落，那么在觀察圖表的基礎(chǔ)上將文章劃分成幾大部分有助于我們縮小圖表空格的信息來源范圍，解題過程更加輕松。另外，觀察表格的空格處，我們可以初步根據(jù)語(yǔ)法知識(shí)和表格的上下文給空格部分確定填入詞匯的形式，是名詞，動(dòng)詞，還是形容詞等。

第二，閱讀文章進(jìn)行填詞。

（一）通覽全文，利用表格中的信息提示，準(zhǔn)確地在文中找到答案的信息來源。

（二）選詞要盡可能完整、準(zhǔn)確地表達(dá)出文章信息，根據(jù)文章中的信息來源先確定詞意，再確定詞性，最后對(duì)所選的詞進(jìn)行適當(dāng)?shù)脑~形變化。如動(dòng)詞要考慮到時(shí)態(tài)語(yǔ)態(tài)。名詞要注意單復(fù)數(shù)。根據(jù)各自不同的修飾功能選擇形容詞和副詞，形容詞一般修飾名詞，副詞則修飾動(dòng)詞和副詞。根據(jù)行文的邏輯關(guān)系選擇相關(guān)的連詞。以及一些固定的搭配。

第三，填詞后，通讀表格。再次確保答案與表格內(nèi)容的一致性。并且注意語(yǔ)意是否流暢，確保語(yǔ)意和語(yǔ)法兩方面都正確以及表格的一致性。

第二篇：任務(wù)型對(duì)外漢語(yǔ)教學(xué)效果與問題分析

摘要：在對(duì)外漢語(yǔ)課堂教學(xué)中，采用任務(wù)型語(yǔ)言教學(xué)方式具有明顯的成效，也有其應(yīng)該注意的問題。本文就任務(wù)型語(yǔ)言教學(xué)在對(duì)外漢語(yǔ)課堂中運(yùn)用的效果和容易產(chǎn)生的問題進(jìn)行了較為全面的分析，并提出了解決問題的辦法和思路。

關(guān)鍵詞：對(duì)外漢語(yǔ)課堂；任務(wù)型；教學(xué)效果；問題

中圖分類號(hào)：g712 文獻(xiàn)標(biāo)識(shí)碼：a 文章編號(hào)：1672-5727（2012）12-0083-03

對(duì)外漢語(yǔ)任務(wù)型語(yǔ)言教學(xué)強(qiáng)調(diào)學(xué)生參與學(xué)習(xí)的過程，重在強(qiáng)調(diào)語(yǔ)言的意義，它也跟功能交際法一樣強(qiáng)調(diào)學(xué)生運(yùn)用語(yǔ)言進(jìn)行交際的能力，但同時(shí)從更廣泛的層面來培養(yǎng)語(yǔ)言綜合運(yùn)用能力，主要從設(shè)置真實(shí)的漢語(yǔ)語(yǔ)境、從語(yǔ)言任務(wù)的完成中讓學(xué)生自然習(xí)得語(yǔ)言，強(qiáng)調(diào)學(xué)生通過完成真實(shí)的生活任務(wù)來參與語(yǔ)言學(xué)習(xí)的過程。因此，彌補(bǔ)了功能交際法的上述不足，是一種包容了交際法而不是取代交際法的教學(xué)模式。學(xué)生在執(zhí)行任務(wù)的環(huán)節(jié)中，自然地產(chǎn)生使用該語(yǔ)言點(diǎn)的沖動(dòng)，進(jìn)而使用語(yǔ)言，達(dá)到習(xí)得目的，而最后的任務(wù)評(píng)估環(huán)節(jié)，師生互動(dòng)，通過歸納與分析，鞏固語(yǔ)言產(chǎn)出。

任務(wù)型對(duì)外漢語(yǔ)教學(xué)的成效

學(xué)生的漢語(yǔ)綜合運(yùn)用能力和交際能力得到鍛煉 留學(xué)生的主動(dòng)性和創(chuàng)造性在任務(wù)型語(yǔ)言教學(xué)課堂中得以充分發(fā)揮。學(xué)生在主動(dòng)認(rèn)知的前提下，提高了運(yùn)用語(yǔ)言的綜合，能夠真正兼顧到語(yǔ)言表達(dá)的流利度和準(zhǔn)確度。教師布置的任務(wù)是綜合運(yùn)用詞匯、語(yǔ)法和功能項(xiàng)目的活動(dòng)，學(xué)生圍繞這一活動(dòng)展開討論和想象。在完成預(yù)期目標(biāo)的過程中，必定經(jīng)歷詞語(yǔ)的選擇、句型的運(yùn)用、語(yǔ)法的應(yīng)用，以及口頭表述、判斷和綜合概括等環(huán)節(jié)，無形中提高了語(yǔ)言的綜合運(yùn)用水平。

改進(jìn)了學(xué)生的學(xué)習(xí)方式 針對(duì)不同國(guó)籍的學(xué)生，任務(wù)型語(yǔ)言教學(xué)會(huì)做出教學(xué)調(diào)整，這樣就增強(qiáng)了學(xué)生課堂的參與性，教學(xué)強(qiáng)調(diào)的是學(xué)生以完成任務(wù)為目的，通過思考、討論、交流及合作等方式研究問題，找出對(duì)策。改變了以往單純的中國(guó)“填鴨式”教學(xué)模式，而是把所學(xué)知識(shí)和商務(wù)情境結(jié)合起來，獨(dú)立思考、積極參與解決問題，養(yǎng)成了良好的學(xué)習(xí)習(xí)慣。在此過程中，還可以對(duì)課本知識(shí)查缺補(bǔ)漏，實(shí)現(xiàn)“學(xué)中用”與“用中學(xué)”的相互轉(zhuǎn)化。

改善了課堂氛圍和師生關(guān)系 在課堂中學(xué)生合作、師生共同合作完成任務(wù)的方式，有別于以往的“灌輸式”教學(xué)。學(xué)生根據(jù)教師的任務(wù)提示積極思維，主動(dòng)探究，以小組為單位的活動(dòng)形式不僅營(yíng)造出非常熱烈的課堂氣氛，而且還能有針對(duì)性地消除傳統(tǒng)教學(xué)模式帶來的弊端，提高教學(xué)質(zhì)量。使對(duì)外漢語(yǔ)口語(yǔ)課堂上的中外師生角色發(fā)生根本性變化，學(xué)生有了更多用漢語(yǔ)參與課堂活動(dòng)、表達(dá)學(xué)習(xí)和感情需求的機(jī)會(huì)，增進(jìn)了學(xué)生學(xué)習(xí)和探索的自覺性。

拉近了對(duì)外漢語(yǔ)課堂與現(xiàn)實(shí)生活的距離 傳統(tǒng)語(yǔ)言課堂被學(xué)生提到最多的弊端就是課堂教學(xué)與生活需要脫節(jié)，外國(guó)學(xué)生在課后無法很好地將課堂所學(xué)知識(shí)靈活運(yùn)用到實(shí)際生活中去。但是，任務(wù)型教學(xué)則將二者緊密地聯(lián)系起來，縮短了課堂與生活的距離，將課堂演變成了一個(gè)“小社會(huì)”，改變了傳統(tǒng)教師“一言堂”的局面，使學(xué)生更快地融入現(xiàn)實(shí)生活情境當(dāng)中，在完成課堂交際任務(wù)之后，有能力去完成課堂外生活當(dāng)中的類似任務(wù)。教師根據(jù)實(shí)際生活場(chǎng)景選擇、改編或創(chuàng)造類似真實(shí)生活的任務(wù)，恰當(dāng)?shù)剡\(yùn)用到課堂教學(xué)中去，圍繞學(xué)生的實(shí)際生活，設(shè)計(jì)學(xué)生交際能力范圍之內(nèi)的任務(wù)，掃清留學(xué)生可能出現(xiàn)的語(yǔ)言交際障礙。

任務(wù)為學(xué)習(xí)者提供了主動(dòng)建構(gòu)知識(shí)的過程 語(yǔ)言習(xí)得是學(xué)習(xí)者自身積極主動(dòng)進(jìn)行知識(shí)建構(gòu)的過程。在這個(gè)建構(gòu)過程中，語(yǔ)言習(xí)得者不斷地整合原有的語(yǔ)言知識(shí)，輸入新的素材和知識(shí)點(diǎn)，在原有知識(shí)的基礎(chǔ)上，重新建構(gòu)自身新的語(yǔ)言知識(shí)結(jié)構(gòu)。在執(zhí)行教師任務(wù)的過程中，學(xué)生用目的語(yǔ)進(jìn)行交際和溝通，促進(jìn)學(xué)生相互了解、相互幫助，不斷增加學(xué)習(xí)者的語(yǔ)言知識(shí)和素材。在課堂上學(xué)生是信息加工的主體，同時(shí)，也是知識(shí)意義的主動(dòng)建構(gòu)者。與傳統(tǒng)教學(xué)不同的是：學(xué)生不再是被動(dòng)地接受知識(shí)，而是積極主動(dòng)地建構(gòu)知識(shí)。

任務(wù)給學(xué)生帶來了學(xué)習(xí)的動(dòng)力 以任務(wù)來牽動(dòng)學(xué)生，在學(xué)習(xí)者用目的語(yǔ)言直接進(jìn)行交流的過程中，將知識(shí)變成活生生的語(yǔ)言。在課堂上，通過多種形式的任務(wù)分解和組合，師生通過共同參與達(dá)到有意義交際的目的，將學(xué)生置身于一系列語(yǔ)言現(xiàn)象及其應(yīng)用的環(huán)境之中，盡可能多地為學(xué)生提供運(yùn)用語(yǔ)言交流和實(shí)踐的機(jī)會(huì)，以此挖掘和提高他們學(xué)習(xí)漢語(yǔ)的潛力。學(xué)生在運(yùn)用第二語(yǔ)言完成任務(wù)的過程中，自然而然地習(xí)得語(yǔ)言，在課后的語(yǔ)言實(shí)踐中，能夠運(yùn)用課堂所學(xué)去問路、購(gòu)物、談價(jià)等，增強(qiáng)了自身的成就感，同時(shí)，增添了自信心，提高了學(xué)習(xí)的興趣。

對(duì)外漢語(yǔ)課堂教學(xué)運(yùn)用

任務(wù)型教學(xué)法應(yīng)注意的問題

要深入了解學(xué)生 留學(xué)生學(xué)習(xí)漢語(yǔ)具有特殊性，他們來自不同的國(guó)家，具有不同的生活背景和知識(shí)體系，有不同的學(xué)習(xí)特點(diǎn)、學(xué)習(xí)興趣。因此，在設(shè)計(jì)任務(wù)的時(shí)候，教師應(yīng)該根據(jù)設(shè)計(jì)任務(wù)內(nèi)容和學(xué)生生活經(jīng)驗(yàn)及興趣之間的最佳結(jié)合點(diǎn)合理設(shè)計(jì)情境。

要將語(yǔ)言與文化相結(jié)合 漢語(yǔ)教學(xué)中不僅講授語(yǔ)言知識(shí)點(diǎn)，還會(huì)滲透大量的漢語(yǔ)言文化。比如，中國(guó)的風(fēng)俗習(xí)慣和歷史悠久的文化傳統(tǒng)等等，教師不僅要把握重點(diǎn)，而且要將比較廣的知識(shí)靈活運(yùn)用到語(yǔ)言教學(xué)中去。

要注意任務(wù)的難易程度 在對(duì)外漢語(yǔ)課堂教學(xué)中，任務(wù)的難度分級(jí)必須考慮輸入材料、學(xué)習(xí)者、活動(dòng)場(chǎng)所三方因素。成年的留學(xué)生不同于中國(guó)的成年人，更不同于中國(guó)的小學(xué)生。在設(shè)計(jì)任務(wù)時(shí)，材料的難度、學(xué)習(xí)者的學(xué)習(xí)能力、學(xué)習(xí)環(huán)境的因素等都是需要綜合考慮的因素。

要以學(xué)生為中心 對(duì)外漢語(yǔ)課堂中，學(xué)生是主體，以留學(xué)生為主體的課堂內(nèi)容會(huì)比較有趣，外國(guó)人的性格大多趨向于活潑好動(dòng)，調(diào)動(dòng)學(xué)生的熱情，讓學(xué)生在學(xué)習(xí)過程中有充分的表現(xiàn)機(jī)會(huì)，可增加他們的參與性和積極性。

要恰當(dāng)?shù)恼归_過程性評(píng)價(jià) 在留學(xué)生完成任務(wù)的過程當(dāng)中，教師可以通過觀察和交流的方式，對(duì)學(xué)生在完成任務(wù)過程中的口頭交流、成果展示、學(xué)習(xí)態(tài)度以及參與程度和合作精神等等做出過程性的評(píng)價(jià)，通過過程性評(píng)價(jià)，樹立留學(xué)生的自信心和成就感，并轉(zhuǎn)化為繼續(xù)進(jìn)步的動(dòng)力。

對(duì)外漢語(yǔ)課堂任務(wù)型

語(yǔ)言教學(xué)實(shí)踐的總結(jié)和反思

加深對(duì)任務(wù)型對(duì)外漢語(yǔ)教學(xué)的理解和認(rèn)識(shí)，將任務(wù)型語(yǔ)言教學(xué)更加本土化，對(duì)改善我國(guó)對(duì)外漢語(yǔ)語(yǔ)言教學(xué)，提高語(yǔ)言教學(xué)質(zhì)量具有十分重要的意義。通過筆者的論述，我們可以看出，在對(duì)外漢語(yǔ)教學(xué)中，使用任務(wù)型語(yǔ)言教學(xué)取得了一定的成績(jī)和效果。首先，任務(wù)型對(duì)外漢語(yǔ)教學(xué)具有一定的創(chuàng)新性。任務(wù)型語(yǔ)言教學(xué)體現(xiàn)了新的語(yǔ)言學(xué)習(xí)觀和教學(xué)觀，在對(duì)外漢語(yǔ)課堂上，采用任務(wù)型語(yǔ)言教學(xué)法可以在很大程度上緩解傳統(tǒng)教學(xué)帶來的矛盾和問題，可以提高教學(xué)質(zhì)量。

其次，任務(wù)型對(duì)外漢語(yǔ)教學(xué)讓課堂與現(xiàn)實(shí)生活有機(jī)融合。傳統(tǒng)的課堂教學(xué)往往與現(xiàn)實(shí)生活相脫節(jié)，在使用任務(wù)型語(yǔ)言課堂教學(xué)法時(shí)，學(xué)生能夠在完成課堂交際任務(wù)后，在實(shí)際生活中完成課堂外類似的任務(wù)。

再次，任務(wù)型對(duì)外漢語(yǔ)教學(xué)最大限度地協(xié)調(diào)了意義與形式之間的關(guān)系。只有在充分發(fā)揮學(xué)生主動(dòng)認(rèn)知性的前提下，才能提高學(xué)生綜合運(yùn)用語(yǔ)言的能力，將漢語(yǔ)的流利度和準(zhǔn)確度提高。

最后，任務(wù)型對(duì)外漢語(yǔ)教學(xué)強(qiáng)調(diào)中外師生之間、不同國(guó)籍的學(xué)生之間的多邊互動(dòng)。學(xué)生在完成任務(wù)的過程中，通過協(xié)商和交流，擴(kuò)展了語(yǔ)言能力，特別是語(yǔ)言交際能力，通過“教學(xué)做合一”的訓(xùn)練得到鍛煉和提高。

在運(yùn)用任務(wù)型對(duì)外漢語(yǔ)教學(xué)中，有些問題值得我們反思。

1.如何避免把任務(wù)型語(yǔ)言教學(xué)模式化。任務(wù)型語(yǔ)言教學(xué)只是一種教學(xué)思路和策略，不能將其固定成為一種一成不變的教學(xué)模式。在進(jìn)行對(duì)外漢語(yǔ)教學(xué)中，它是使用的眾多教學(xué)途徑中重要的一種，但不是唯一的一種。任務(wù)型語(yǔ)言教學(xué)以語(yǔ)言產(chǎn)出作為教學(xué)的起點(diǎn)，雖然對(duì)培養(yǎng)學(xué)生語(yǔ)言運(yùn)用的能力有幫助，但在強(qiáng)調(diào)語(yǔ)言輸入的教學(xué)活動(dòng)中，容易本末倒置；同時(shí)，任務(wù)型語(yǔ)言教學(xué)強(qiáng)調(diào)任務(wù)集中于意義而不是形式，使語(yǔ)言形式過分弱化了。因此，在對(duì)外漢語(yǔ)課堂教學(xué)設(shè)計(jì)中，應(yīng)該注重將任務(wù)型語(yǔ)言教學(xué)與其他的語(yǔ)言教學(xué)法相結(jié)合，做到相輔相成。

2.如何避免對(duì)外漢語(yǔ)課堂中輕任務(wù)過程、重任務(wù)結(jié)果的現(xiàn)象。任務(wù)型語(yǔ)言教學(xué)是基于合作的學(xué)習(xí)，在教學(xué)的過程中，不同國(guó)籍和區(qū)域的學(xué)生學(xué)習(xí)風(fēng)格和生活習(xí)慣各異，有的留學(xué)生喜歡小組活動(dòng)，但是有的學(xué)生可能更傾向于獨(dú)立學(xué)習(xí)。實(shí)施任務(wù)型語(yǔ)言教學(xué)的過程中，應(yīng)該充分考慮到學(xué)員之間的差異，根據(jù)內(nèi)容和學(xué)生的不同學(xué)習(xí)風(fēng)格以及學(xué)習(xí)程度，實(shí)行多樣性的教學(xué)。盡可能調(diào)動(dòng)每一個(gè)學(xué)生的學(xué)習(xí)積極性，將學(xué)習(xí)過程放在首要位置，把完成任務(wù)時(shí)的匯報(bào)作為學(xué)生展示自己的舞臺(tái)，根據(jù)學(xué)習(xí)能力的不同、學(xué)習(xí)風(fēng)格的差異和學(xué)習(xí)進(jìn)步的水平來給予學(xué)生肯定和鼓勵(lì)。

3.如何避免課堂教學(xué)中表演性質(zhì)太強(qiáng)，忽視信息交流的做法。對(duì)外漢語(yǔ)教師如果設(shè)計(jì)繁瑣的任務(wù)，課堂上學(xué)生將疲于應(yīng)付形式，忙于執(zhí)行一個(gè)又一個(gè)任務(wù)。也許課堂氣氛熱鬧，但教學(xué)效果卻不一定理想。任務(wù)過多會(huì)壓縮有限的課堂時(shí)間，使學(xué)生接受的語(yǔ)言輸入減少，進(jìn)而影響學(xué)生的參與程度。部分學(xué)生可能會(huì)來不及完成任務(wù)就到了匯報(bào)階段，結(jié)果自然而然，學(xué)生沒有充足的準(zhǔn)備，缺乏自信，匯報(bào)效果不理想，草草了事。理想的任務(wù)型語(yǔ)言教學(xué)課堂應(yīng)該強(qiáng)調(diào)學(xué)生通過參與活動(dòng)，在語(yǔ)言交際活動(dòng)中完成語(yǔ)言任務(wù)來學(xué)習(xí)語(yǔ)言，要讓留學(xué)生根據(jù)實(shí)際的生活經(jīng)驗(yàn)和所學(xué)的漢語(yǔ)語(yǔ)言知識(shí)解決現(xiàn)實(shí)的交際問題，同時(shí)，還要給學(xué)生留下思考的空間和余地，發(fā)揮學(xué)生想象力，把漢語(yǔ)言學(xué)習(xí)與現(xiàn)實(shí)生活結(jié)合起來，這樣有利于調(diào)動(dòng)語(yǔ)言學(xué)習(xí)者的積極性和興趣。

4.如何避免任務(wù)設(shè)計(jì)的盲目性。對(duì)外漢語(yǔ)教師在設(shè)計(jì)任務(wù)時(shí)，不能只考慮怎樣設(shè)計(jì)實(shí)施任務(wù)的步驟，更多地應(yīng)該考慮學(xué)生的需求和任務(wù)后的反思。對(duì)學(xué)生需求的分析有助于教師掌握任務(wù)難度，減輕任務(wù)實(shí)施時(shí)學(xué)生認(rèn)知的負(fù)擔(dān)，使設(shè)計(jì)的任務(wù)更具操作性，便于中外師生的理解和溝通。教師設(shè)計(jì)的任務(wù)要符合多數(shù)學(xué)生的認(rèn)知水平，要盡可能與學(xué)生的興趣愛好一致，貼近學(xué)生現(xiàn)實(shí)生活，讓學(xué)生能自然融入任務(wù)中去。同時(shí)，要開展任務(wù)后反思，教師要引導(dǎo)留學(xué)生對(duì)任務(wù)的意義及其使用語(yǔ)言形式進(jìn)行反思，總結(jié)經(jīng)驗(yàn)，改進(jìn)不足，對(duì)使用不當(dāng)?shù)恼Z(yǔ)言形式應(yīng)該重點(diǎn)學(xué)習(xí)和鞏固，這樣，有助于師生在設(shè)計(jì)和執(zhí)行下一次任務(wù)時(shí)參考和借鑒。

總之，在對(duì)外漢語(yǔ)教學(xué)中，運(yùn)用任務(wù)型語(yǔ)言教學(xué)法是一條有利于培養(yǎng)在華留學(xué)生學(xué)習(xí)漢語(yǔ)和運(yùn)用漢語(yǔ)的有效途徑，能夠?yàn)榱魧W(xué)生最終熟練掌握和使用漢語(yǔ)提供有效的保障。語(yǔ)言習(xí)得者對(duì)任務(wù)型語(yǔ)言教學(xué)也會(huì)由陌生，到熟悉，到認(rèn)可，繼而積極參與，勢(shì)必會(huì)取得一定的成效。在教學(xué)的過程中，教師要正確理解任務(wù)型語(yǔ)言教學(xué)的特點(diǎn)，結(jié)合具體的教學(xué)條件和不同學(xué)生的特點(diǎn)，揚(yáng)長(zhǎng)避短，形成有本地特色、有個(gè)性特色的語(yǔ)言教學(xué)途徑。

參考文獻(xiàn)：

[1]龔亞夫，羅少茜.任務(wù)型語(yǔ)言教學(xué)[m].北京：人民教育出版社，2003.[2]林海嬰.任務(wù)型語(yǔ)言教學(xué)法及其在培養(yǎng)學(xué)生口語(yǔ)能力中的應(yīng)用[j].高教論壇，2003（2）.[3]程可拉.任務(wù)型外語(yǔ)教學(xué)[m].廣州：廣東高等教育出版社，2006.[4]賈志高.有關(guān)任務(wù)型教學(xué)法的幾個(gè)核心問題的探討[j].課程·教材·教法，2005（1）.[5]楊桂琴.論“任務(wù)型”教學(xué)法產(chǎn)生的理論背景及其顯示意義[j].甘肅高師學(xué)報(bào)，2006（4）.作者簡(jiǎn)介：

居珈璇，女，湖北武穴人，黃岡職業(yè)技術(shù)學(xué)院講師，研究方向?yàn)閷?duì)外漢語(yǔ)及英美文學(xué)。

第三篇：任務(wù)型教學(xué)法論文

任務(wù)型教學(xué)法在小學(xué)英語(yǔ)教學(xué)中的實(shí)踐與應(yīng)用研究

王艷艷

引言：

任務(wù)型教學(xué)（Task-Based Approach）是20世紀(jì)80年代外語(yǔ)教學(xué)研究者經(jīng)過大量研究和實(shí)踐提出的一個(gè)具有重要影響的語(yǔ)言教學(xué)模式。該模式以任務(wù)為中心，是20年來交際教學(xué)思想的一種發(fā)展形態(tài)，它把語(yǔ)言運(yùn)用的基本理念轉(zhuǎn)化為具有實(shí)踐意義的課堂教學(xué)方式。任務(wù)型教學(xué)法產(chǎn)生于國(guó)外，始于1979年，N.S.Prabhu在印度高科技區(qū)進(jìn)行了一項(xiàng)強(qiáng)交際法的實(shí)驗(yàn)（Bangalore Project）提出了許多任務(wù)類型，并把學(xué)習(xí)內(nèi)容設(shè)計(jì)成各種交際任務(wù)，讓學(xué)生通過完成任務(wù)進(jìn)行學(xué)習(xí)。Prabhu的這項(xiàng)實(shí)驗(yàn)可以看作是把任務(wù)作為課堂設(shè)計(jì)的單元的第一次嘗試，并引起了語(yǔ)言教學(xué)界的關(guān)注。任務(wù)型教學(xué)法以具體的任務(wù)為學(xué)習(xí)動(dòng)力或動(dòng)機(jī)，以完成任務(wù)的過程為學(xué)習(xí)的過程，以展示任務(wù)成果的方式（而不僅僅是以測(cè)試的分?jǐn)?shù)）來體現(xiàn)教學(xué)的成就。在教學(xué)過程中，教師圍繞特定的交際目的和語(yǔ)言項(xiàng)目，設(shè)計(jì)出可操作性強(qiáng)的、任務(wù)化的教學(xué)活動(dòng)，運(yùn)用學(xué)習(xí)任務(wù)組織教學(xué)，強(qiáng)化了語(yǔ)言實(shí)際應(yīng)用的過程，充分體現(xiàn)了語(yǔ)言的交際本質(zhì)；學(xué)生通過多種語(yǔ)言活動(dòng)完成任務(wù)，達(dá)到學(xué)習(xí)語(yǔ)言和掌握語(yǔ)言的目的。近年來，國(guó)際上廣泛采用任務(wù)型教學(xué)途徑。我國(guó)的《英語(yǔ)課程標(biāo)準(zhǔn)》以學(xué)生 “能做某事”的描述方式設(shè)定各級(jí)目標(biāo)要求。要求學(xué)生在教師的指導(dǎo)下，通過“任務(wù)型”學(xué)習(xí)活動(dòng)發(fā)展他們的“綜合語(yǔ)言運(yùn)用能力”。它要求教師應(yīng)該避免單純傳授語(yǔ)言知識(shí)的教學(xué)方法，盡量采用“任務(wù)型”的教學(xué)途徑。教師應(yīng)依據(jù)課程的總體目標(biāo)并結(jié)合教學(xué)內(nèi)容，創(chuàng)造性地設(shè)計(jì)貼近學(xué)生實(shí)際的教學(xué)活動(dòng)，吸引和組織他們積極參與。學(xué)生通過思考、調(diào)查、討論、交流和合作等方式，學(xué)習(xí)和使用英語(yǔ)，完成學(xué)習(xí)任務(wù)。這說明任務(wù)型教學(xué)途徑是我國(guó)外語(yǔ)教育教學(xué)改革的一個(gè)走向。同時(shí)，現(xiàn)采用的人教版PEP小學(xué)英語(yǔ)教材，從內(nèi)容的選擇，層次的遞進(jìn),課程的設(shè)置等各方面都很適合任務(wù)型教學(xué)的實(shí)施。為此,我們?cè)谡n堂進(jìn)行了任務(wù)型教學(xué)模式的研究,旨在構(gòu)建小學(xué)英語(yǔ)任務(wù)型教學(xué)模式的課堂結(jié)構(gòu)和提供一套相應(yīng)的操作措施。

一、任務(wù)型教學(xué)法在小學(xué)英語(yǔ)教學(xué)中的操作措施

任務(wù)型教學(xué)模式結(jié)合小學(xué)生的特征，有效整合人教版PEP小學(xué)英語(yǔ)教材，并且“以學(xué)生為主體，以任務(wù)為載體，以話題為主線，以培養(yǎng)學(xué)生的綜合語(yǔ)言能力為目的”的教學(xué)理念，初步構(gòu)建了小學(xué)英語(yǔ)任務(wù)型教學(xué)模式，并將其操作步驟規(guī)范如下：

1、Leading-in（熱身運(yùn)動(dòng)，引起學(xué)生的興趣）

2、Pre-task（呈現(xiàn)完成任務(wù)需要的知識(shí)，介紹任務(wù)的要求和實(shí)施任務(wù)的步驟）

3、While-task（設(shè)計(jì)數(shù)個(gè)微型任務(wù)，構(gòu)成任務(wù)鏈，學(xué)生一個(gè)人或小組形式完成各項(xiàng)任務(wù)）

4、Post-task（以展示、表演等形式出示結(jié)果）

5、Check（自我評(píng)價(jià)、小組互評(píng)、教師總評(píng)價(jià)）

6、Homework（做與任務(wù)有關(guān)的作業(yè)或?yàn)橄鹿?jié)課做準(zhǔn)備的作業(yè)）

英語(yǔ)教學(xué)法的過程實(shí)際上是把教材內(nèi)容活化為學(xué)生交際行為的過程。這就需要教師結(jié)教材進(jìn)行活化處理，把文字形式化為聲情并茂的語(yǔ)言活動(dòng)。因此，教師精心設(shè)計(jì)教學(xué)任務(wù)非常重要。教師必須深入分析教材，把握各個(gè)單元的語(yǔ)言功能話題在真實(shí)生活中的運(yùn)用情景，根據(jù)教學(xué)內(nèi)容、教學(xué)條件以及師生狀況，設(shè)計(jì)出符合真實(shí)生活的任務(wù)型教學(xué)活動(dòng)。

其次，認(rèn)真設(shè)計(jì)教學(xué)過程。在課堂教學(xué)的開始階段教師就應(yīng)把設(shè)計(jì)好的任務(wù)以不同的方式呈現(xiàn)給學(xué)生。如，教師可以運(yùn)用實(shí)物、圖片或形體語(yǔ)言，配合錄音、錄像、幻燈以及多媒體課件等視聽手段進(jìn)行該任務(wù)的整體輸入，讓學(xué)生在感知語(yǔ)言信息的同時(shí)自然地受到任務(wù)的驅(qū)動(dòng)，這有利于提高學(xué)生的學(xué)習(xí)興趣和強(qiáng)化學(xué)生的學(xué)習(xí)動(dòng)機(jī)。由于學(xué)生的語(yǔ)言知識(shí)和語(yǔ)言技能與完成任務(wù)之間存在著差距，他們需要通過學(xué)習(xí)來獲得完成教學(xué)任務(wù)的知識(shí)教學(xué)的技能。這個(gè)學(xué)習(xí)的過程就是完成教學(xué)任務(wù)的知識(shí)教學(xué)和技能訓(xùn)練的過程。教師在這一教學(xué)過程的備課階段，要抓住小學(xué)生好活動(dòng)、善模仿和記憶力強(qiáng)的特點(diǎn)，組織好與完成任務(wù)密切相關(guān)的、生動(dòng)活潑的課堂教學(xué)活動(dòng)（例如，聽、說、唱、寫、畫、賽、游戲、表演等），使學(xué)生主動(dòng)、愉快地參與學(xué)習(xí)，自然、輕松地學(xué)習(xí)和掌握完成任務(wù)所需的語(yǔ)言知識(shí)和技能。這些圍繞完成任務(wù)所需的語(yǔ)言知識(shí)而進(jìn)行的聽、說、讀、寫的基礎(chǔ)訓(xùn)練為隨后的學(xué)生分小組完成數(shù)個(gè)微型任務(wù)打下基礎(chǔ)。在完成上述教學(xué)活動(dòng)之后，教師可把教學(xué)進(jìn)程自然過渡到完成任務(wù)上來。在此階段，教師要根據(jù)學(xué)生的實(shí)際情況設(shè)計(jì)各種任務(wù)，并引導(dǎo)學(xué)生創(chuàng)造地完成。

同時(shí)，教師可以在學(xué)生完成任務(wù)的過程中和任務(wù)完成后，通過考察和交流，對(duì)學(xué)生的書面作業(yè)、口頭問答、課堂展示、學(xué)習(xí)態(tài)度、參與程度和合作精神等作出過程性評(píng)價(jià)。這種評(píng)價(jià)可使學(xué)生在學(xué)習(xí)過程中不斷得到激勵(lì)，產(chǎn)生自信心和成就感，并轉(zhuǎn)化為繼續(xù)進(jìn)步的動(dòng)力。而在布置家庭作業(yè)時(shí)，教師應(yīng)擬出一至兩個(gè)與教學(xué)內(nèi)容和話題任務(wù)相關(guān)的話題，讓學(xué)生在下一節(jié)課以小組為單位進(jìn)行匯報(bào)或表演。小學(xué)階段我們所設(shè)計(jì)的課外作業(yè)有：制作姓名卡片和地址簿，用英語(yǔ)給朋友或老師打電話，學(xué)唱英語(yǔ)歌曲，講英語(yǔ)幽默故事，自制寫有英文祝辭的圣誕卡或新年賀卡，模仿課文或?qū)υ挷浺?，用英語(yǔ)寫配圖短文，給筆友發(fā)E-mail,設(shè)計(jì)英語(yǔ)晚會(huì)，用英語(yǔ)收集自己、朋友和家人喜歡的食物、飲料、水果、蔬菜、服裝等，查尋各國(guó)主要城市及首都名稱用英語(yǔ)做簡(jiǎn)單介紹等。

二、采用任務(wù)型教學(xué)法設(shè)計(jì)課堂教學(xué)應(yīng)注意的幾點(diǎn)

筆者認(rèn)為，“任務(wù)型”教學(xué)活動(dòng)中所設(shè)置的活動(dòng)要有明確的目的性和可操作活動(dòng)應(yīng)以學(xué)生的生活經(jīng)驗(yàn)和興趣為出發(fā)點(diǎn)，設(shè)計(jì)出讓小學(xué)生樂于參加的游戲、猜謎、小制作的小品表演等活動(dòng)，使學(xué)生在學(xué)中玩，玩中學(xué)，緊緊地抓住他們的好奇心理，吸引他們的注意力，參與到活動(dòng)中來，比如：學(xué)習(xí)第五冊(cè)Unit 3時(shí)讓學(xué)生為自己喜歡的食品制一份廣告的活動(dòng)，能大大調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，激發(fā)他們的興趣，當(dāng)他們能順利完成任務(wù)感受成功的時(shí)候，就會(huì)樹立起自信心，把興趣化成動(dòng)機(jī)，豪情滿懷地參加到學(xué)習(xí)中來，在學(xué)習(xí)過程中遇到的困難也能克服。

其次，任務(wù)的設(shè)計(jì)要難度適當(dāng)，給予學(xué)生成功的機(jī)會(huì)。教師設(shè)計(jì)活動(dòng)時(shí)，必須根據(jù)教學(xué)內(nèi)容設(shè)計(jì)適合學(xué)生水平的任務(wù)，要讓學(xué)生有事可做、有話可說，并讓學(xué)生感受到“我能做我會(huì)做”。即使是預(yù)先設(shè)計(jì)好的任務(wù)，也應(yīng)根據(jù)形式掌握的情況隨時(shí)進(jìn)行調(diào)整。對(duì)于低、中、高不同年級(jí)的學(xué)生，教師更要把握好任務(wù)的形式、內(nèi)容和難度。比如：同樣的話題“food”要求低年級(jí)的學(xué)生能進(jìn)行簡(jiǎn)單的交流，相互了解對(duì)方所喜歡的食物；要求中高年級(jí)的學(xué)生能說出喜歡某種食物的原因,并能設(shè)計(jì)出一日三餐的營(yíng)養(yǎng)食譜。

任務(wù)型教學(xué)采取合作學(xué)習(xí)，注意組內(nèi)的合理分工 任務(wù)型教學(xué)中所設(shè)計(jì)的任務(wù)大部分依靠小組活動(dòng)來完成，小組的作用不僅體現(xiàn)在課堂上，它還可以延伸到課外，取得良好的效果。小組是一個(gè)密不可分的整體，是親密的合作伙伴。采用合作學(xué)習(xí)的方式有利于學(xué)生共同提高。同時(shí)要確保每個(gè)學(xué)生都有事可做，這點(diǎn)非常重要。因此，學(xué)生在組內(nèi)要有明確的分工。每組的組長(zhǎng)要協(xié)助教師組織和監(jiān)督任務(wù)的執(zhí)行情況。教師的任務(wù)是：規(guī)定任務(wù)準(zhǔn)備與完成的日期、任務(wù)內(nèi)容、展示要求和注意事項(xiàng)。

《新標(biāo)準(zhǔn)》所倡導(dǎo)的任務(wù)型教學(xué)將成為發(fā)展學(xué)生語(yǔ)言能力和綜合素質(zhì)的重要途徑。當(dāng)然，這一教學(xué)模式還有好些問題有待于解決，比如任務(wù)的選擇并有進(jìn)行需求分析，任務(wù)的等級(jí)評(píng)定也是任意的，并且任何形式中心的活動(dòng)在語(yǔ)言教學(xué)中都受到排斥，學(xué)生以對(duì)子或小組的形式來完成任務(wù)，教師在其間不直接指導(dǎo)都有待進(jìn)一步探討和研究。

任務(wù)型教學(xué)法是語(yǔ)言教學(xué)的有效途徑，同時(shí)它是一種新型的教學(xué)方式，因此需要在教學(xué)中大膽實(shí)踐，積極探索，使任務(wù)型教學(xué)模式能夠在提高學(xué)生的英語(yǔ)實(shí)際運(yùn)用能力上發(fā)揮出最大的效應(yīng)。

第四篇：任務(wù)型教學(xué)論文

摘 要：在英語(yǔ)教學(xué)的過程中，任務(wù)型教學(xué)法具有重要的作用，它能夠使得學(xué)生學(xué)習(xí)興趣得到提高，同時(shí)培養(yǎng)學(xué)生學(xué)習(xí)的技巧和方法，使其更好的應(yīng)用到學(xué)習(xí)過程中去。任務(wù)型教學(xué)法是一種新型的教育理念，在教學(xué)過程中，其要求教師應(yīng)積極發(fā)揮主導(dǎo)作用，精心設(shè)計(jì)課堂，實(shí)現(xiàn)語(yǔ)言情節(jié)的生動(dòng)活潑，從而為學(xué)生的積極主動(dòng)參與創(chuàng)造有利條件，讓學(xué)生能夠談?wù)撓矚g的內(nèi)容，認(rèn)真完成任務(wù)，激發(fā)起學(xué)習(xí)的動(dòng)力。

關(guān)鍵詞：任務(wù)型教學(xué)法；英語(yǔ)教學(xué)；應(yīng)用分析 在英語(yǔ)教學(xué)的過程中，任務(wù)型教學(xué)法不但可以使得學(xué)生在英語(yǔ)學(xué)習(xí)方面的興趣提高，而且能夠引導(dǎo)學(xué)生掌握學(xué)習(xí)方法和技巧，以更好應(yīng)用到日后的英語(yǔ)學(xué)習(xí)中去。它既能夠?yàn)榻o學(xué)生創(chuàng)造良好的學(xué)習(xí)環(huán)境，又能使其綜合能力得到有效提高。同時(shí)，還可以對(duì)學(xué)生在生活中解決和分析問題能力加以培養(yǎng)。筆者在此對(duì)英語(yǔ)教學(xué)過程中的任務(wù)型教學(xué)法進(jìn)行分析，以期能夠發(fā)揮其在英語(yǔ)教學(xué)中的積極作用[1]。

任務(wù)型教學(xué)法是在上世紀(jì)80年代提出的，90年代后其在理論上獲得了不斷的進(jìn)步和成熟，這是強(qiáng)調(diào)學(xué)生創(chuàng)新能力和應(yīng)用能力培養(yǎng)的新型教學(xué)法，順應(yīng)了英語(yǔ)教學(xué)的發(fā)展方向。所以，當(dāng)前在英語(yǔ)教學(xué)的過程中積極開展任務(wù)教學(xué)法，對(duì)于學(xué)生英語(yǔ)運(yùn)用能力的培養(yǎng)和英語(yǔ)教學(xué)改革的實(shí)現(xiàn)具有重要的意義。

一、任務(wù)型教學(xué)的含義

所謂任務(wù)型教學(xué)，即task—basedlanguageteaching，主要是指將任務(wù)作為核心進(jìn)行語(yǔ)言組織、單位計(jì)劃的教學(xué)方式。其中“任務(wù)”就是人們?cè)诿刻焐詈凸ぷ髦兴粩噙M(jìn)行的各項(xiàng)活動(dòng)。然而，在外語(yǔ)教學(xué)的過程中，尤其是任務(wù)型的教學(xué)中，“任務(wù)”主要是指將真實(shí)世界作為參照，通過形式語(yǔ)言來進(jìn)行一系列的活動(dòng)。因?yàn)樵谌蝿?wù)型學(xué)習(xí)過程中，“任務(wù)”和真實(shí)生活中任務(wù)存在很多一樣的地方。《語(yǔ)言學(xué)習(xí)認(rèn)知法》對(duì)坎德林、朗、紐南的觀點(diǎn)加以綜述，總結(jié)了“任務(wù)”應(yīng)具有的五個(gè)特征：（1）最重要的就是意義；(2)需要對(duì)某個(gè)交際問題進(jìn)行有效解決；(3)在真實(shí)世界中存在著類似活動(dòng)；(4)首先要進(jìn)行的考慮就是任務(wù)的完成；(5)結(jié)合任務(wù)結(jié)果來對(duì)任務(wù)執(zhí)行情況加以評(píng)價(jià)。任務(wù)型教學(xué)所強(qiáng)調(diào)的是，學(xué)生應(yīng)在真實(shí)的任務(wù)驅(qū)動(dòng)下，在對(duì)任務(wù)進(jìn)行探究以及解決的過程中，進(jìn)行自主協(xié)作，從而在會(huì)話和討論的過程中進(jìn)行學(xué)習(xí)活動(dòng)[2]。

二、任務(wù)型教學(xué)法的基本設(shè)置原則和理論框架

1．設(shè)置任務(wù)應(yīng)遵循的三項(xiàng)重要原則

三項(xiàng)重要原則主要為：真實(shí)性的原則、形式和功能的原則；任務(wù)依賴性的原則。其中真實(shí)性的原則主要是指應(yīng)確保學(xué)習(xí)者所處理以及接觸的語(yǔ)言材料都是真實(shí)可靠的。這些材料應(yīng)為那些會(huì)在目的語(yǔ)境中見到書面語(yǔ)或者口語(yǔ)，而非某個(gè)教授為語(yǔ)言而特意編撰的。

而形式和功能的原則主要是指所在任務(wù)的設(shè)置過程中應(yīng)使學(xué)習(xí)者采用演繹或歸納的方法來對(duì)不同語(yǔ)言的形式和功能目的加以有效解釋。

任務(wù)依賴性的原則和教學(xué)程序有著密切關(guān)系，其主要是指在教學(xué)過程中各種任務(wù)的排列次序。這條原則還包涵另一個(gè)意思，那就是任務(wù)應(yīng)從接收開始向生產(chǎn)進(jìn)行依次排列，即讀和聽的任務(wù)應(yīng)放在說與寫之前，以及復(fù)制性的任務(wù)應(yīng)放在創(chuàng)造性任務(wù)的以前。所謂復(fù)制性任務(wù)主要是指學(xué)生在老師所提供的語(yǔ)言材料中進(jìn)行語(yǔ)言的再現(xiàn)，而創(chuàng)造性的任務(wù)則主要是指學(xué)生使用以前沒有見過或者沒有被提示過的語(yǔ)言來認(rèn)真完成任務(wù)[3]。

2．任務(wù)教學(xué)法的理論框架

威利斯曾提出任務(wù)型教學(xué)的主要實(shí)施框架。其主要內(nèi)容包括：前期任務(wù)(Pre—taskstage)，主要是對(duì)主題以及任務(wù)加以介紹；任務(wù)的主要環(huán)節(jié)(Taskcycle)，主要是對(duì)計(jì)劃、任務(wù)、報(bào)告進(jìn)行有關(guān)介紹；語(yǔ)言的焦點(diǎn)(Languagefocus)，其主要是進(jìn)行練習(xí)和分析[4]。在前期的任務(wù)中存在兩方面的基本功能：主要是對(duì)學(xué)習(xí)者所選話題進(jìn)行介紹，并激發(fā)學(xué)習(xí)者對(duì)于此話題的學(xué)習(xí)興趣，從而認(rèn)真準(zhǔn)備相關(guān)的短語(yǔ)、詞匯、句子，保證任務(wù)的有效完成。在這個(gè)過程中，還有一個(gè)附加的功能那就是使學(xué)生能夠在執(zhí)行任務(wù)的過程中進(jìn)行流利的交流。在任務(wù)的主要環(huán)節(jié)中，主要任務(wù)進(jìn)行籌劃和匯報(bào)。在這個(gè)過程中，學(xué)生應(yīng)以配對(duì)以及小組的形式來對(duì)他們的語(yǔ)言資源加以運(yùn)用，以此來實(shí)現(xiàn)任務(wù)目標(biāo)。為了防止出現(xiàn)在語(yǔ)言交流過程中使用不精確的現(xiàn)象，學(xué)生應(yīng)與老師一起籌劃進(jìn)行匯報(bào)，通過書面或者口頭的方式在全班進(jìn)行公開展示。而語(yǔ)言的焦點(diǎn)則主要就是對(duì)語(yǔ)言進(jìn)行聚焦的過程。在這個(gè)過程中，需要分析和鑒別在任務(wù)完成過程中所自然使用到的語(yǔ)言。這些語(yǔ)言的分析能夠是關(guān)于句法、功能、構(gòu)詞、詞匯、意義以及語(yǔ)用的基本范疇和語(yǔ)音特征。在進(jìn)行一定的分析以后就是進(jìn)行短語(yǔ)、詞匯、句子的操作了。

三、在英語(yǔ)教學(xué)中任務(wù)型教學(xué)的主要特點(diǎn)

在（Designing Tasks for the Communicative Cla．ssroom)一書中David Numan就明確表示，任務(wù)就是指“做事”，為了保證任務(wù)的完成，學(xué)習(xí)者用將“意義”作為目的，調(diào)動(dòng)各種非語(yǔ)言以及語(yǔ)言資源來進(jìn)行意義的共建，從而達(dá)到某種交際問題得以解決的目的。在進(jìn)入到21世紀(jì)以后，這種用語(yǔ)言來做事的教學(xué)方式也漸漸滲透到我國(guó)的英語(yǔ)教學(xué)過程中，在英語(yǔ)教學(xué)中任務(wù)型教學(xué)的主要特點(diǎn)為以下幾個(gè)方面：

1.信息溝通更加突出

信息的共享和溝通是人類普遍存在的心理需求。一旦不能滿足這種需要，人就會(huì)去重新的追求和尋覓。而任務(wù)型教學(xué)法正是對(duì)學(xué)生這種心理需求的有效運(yùn)用，通過有意識(shí)地對(duì)信息差的任務(wù)方式進(jìn)行創(chuàng)造來使得學(xué)生學(xué)習(xí)積極性和興趣得到調(diào)動(dòng)，更好的投入到語(yǔ)言交際過程中。在這種氛圍中，學(xué)生會(huì)帶著一定的渴求來傳遞信息和獲得信息，從而更好的運(yùn)用語(yǔ)言，強(qiáng)調(diào)信息溝通，語(yǔ)言表達(dá)的重要性，而不是過多強(qiáng)調(diào)語(yǔ)言形式。

2.體現(xiàn)交際活動(dòng)的真實(shí)性

在英語(yǔ)教學(xué)過程中一個(gè)重要目標(biāo)就是使得學(xué)生真實(shí)交際能力得到培養(yǎng)，在當(dāng)前的英語(yǔ)教學(xué)過程中，很多把功能作為基礎(chǔ)的教學(xué)活動(dòng)還沒有真正做到源自真實(shí)生活，而最多只能叫做準(zhǔn)交際。要想在真實(shí)生活中提高學(xué)生運(yùn)用語(yǔ)言的能力，就必須在教學(xué)活動(dòng)中讓學(xué)生能夠積極參與以及完成真實(shí)的任務(wù)。任務(wù)型教學(xué)法在設(shè)計(jì)以及實(shí)踐上都是將學(xué)生的實(shí)際生活經(jīng)驗(yàn)和知識(shí)水平作為基礎(chǔ)的，其強(qiáng)調(diào)通過課堂教學(xué)法來讓學(xué)生使用英語(yǔ)完成真實(shí)的學(xué)習(xí)、生活和工作，從而使得學(xué)生在運(yùn)用英語(yǔ)方面的能力得到有效提升[5]。

3.充分發(fā)揮學(xué)生主體作用

在任務(wù)型教學(xué)法中，并不是將某一個(gè)語(yǔ)言形式當(dāng)作訓(xùn)練的主要目標(biāo)，而是將一個(gè)個(gè)任務(wù)來當(dāng)作引子，通過學(xué)生各項(xiàng)任務(wù)的完成而進(jìn)行大量的、多形式的語(yǔ)言實(shí)踐，從而使得語(yǔ)言的綜合運(yùn)用能力得到提升。任務(wù)的完成需要學(xué)生充分發(fā)揮其主觀能動(dòng)性，進(jìn)行主動(dòng)的思考，用所學(xué)到的知識(shí)來對(duì)新問題、新情況加以解決，再通過同學(xué)間、師生間信息交流，讓學(xué)生在語(yǔ)言運(yùn)用方面的能力得到有效提升。所以，在任務(wù)的完成過程中也應(yīng)充分發(fā)揮學(xué)生的主體地位，以此來切實(shí)提高學(xué)生的語(yǔ)言運(yùn)用能力和水平。

4.積極進(jìn)行語(yǔ)言實(shí)踐

英語(yǔ)是一種語(yǔ)言，是進(jìn)行交際的工具，所以其具有一定的實(shí)踐性。學(xué)生對(duì)語(yǔ)言進(jìn)行學(xué)習(xí)的主要目的就是交際，而獲得這種交際能力應(yīng)有大量的、足夠的語(yǔ)言實(shí)踐。任務(wù)型教學(xué)法所強(qiáng)調(diào)的就是在交際活動(dòng)中對(duì)語(yǔ)言進(jìn)行使用的結(jié)果，而非單純進(jìn)行語(yǔ)言知識(shí)的學(xué)習(xí)和語(yǔ)言技能的訓(xùn)練。在任務(wù)型教學(xué)法中，因?yàn)樵S多任務(wù)都是由group work、pair work來完成的。所以這樣會(huì)給學(xué)生留下更多活動(dòng)時(shí)間，從而大大增加學(xué)生在語(yǔ)言實(shí)踐方面的活動(dòng)總量。所以，任務(wù)型教學(xué)法的一個(gè)重要特征就是為學(xué)生提供一系列實(shí)踐機(jī)會(huì)。

四、任務(wù)型教學(xué)法在英語(yǔ)教學(xué)中的應(yīng)用

1．任務(wù)的設(shè)置

第一，在設(shè)置任務(wù)時(shí)確保目的明確，并具有一定的可操作性，也就是說在對(duì)任務(wù)進(jìn)行設(shè)置時(shí)應(yīng)要有明確主題。所有任務(wù)都必須和這個(gè)主題保持聯(lián)系，這樣才能使得學(xué)生集中注意力，圍繞主題進(jìn)行多方面拓展、多層次探討的開展。如，在What time do you usually get up?的單元能夠進(jìn)行Survey任務(wù)的設(shè)計(jì)，讓學(xué)生通過對(duì)父母朋友作息時(shí)間進(jìn)行調(diào)查，來在課堂上展開積極的交流。

第二，任務(wù)的設(shè)置應(yīng)考慮學(xué)生的興趣和生活經(jīng)驗(yàn)，應(yīng)盡量保證方式和內(nèi)容的真實(shí)性。在對(duì)體育運(yùn)動(dòng)、游戲等詞匯進(jìn)行學(xué)習(xí)以后，教師應(yīng)引導(dǎo)學(xué)生寫出自己感興趣和不感興趣的活動(dòng)，然后兩人一組，來對(duì)課外活動(dòng)項(xiàng)目看法加以討論，最后對(duì)全班學(xué)生所喜歡的課外活動(dòng)加以統(tǒng)計(jì)。此外，還可以引導(dǎo)學(xué)生圍繞which activity is the best ofall and why的辯題展開討論。

第三，設(shè)置的任務(wù)應(yīng)能夠保證學(xué)生處理、使用和獲取有效的信息，方便其用英語(yǔ)和他人進(jìn)行交流，培養(yǎng)起用英語(yǔ)來對(duì)實(shí)際問題加以解決的能力。如針對(duì)“怎樣安全逃離火災(zāi)現(xiàn)場(chǎng)”的任務(wù)，學(xué)生可以根據(jù)一般常識(shí)和課文中所學(xué)到的知識(shí)來找出相關(guān)的措施。通過這項(xiàng)任務(wù)的完成，學(xué)生可以清楚地明白在發(fā)生火災(zāi)時(shí)可以做什么，不可以做什么，怎樣才可以安全逃離出現(xiàn)場(chǎng)。

2．任務(wù)的完成

在任務(wù)的完成過程中，首先應(yīng)引導(dǎo)學(xué)生進(jìn)行一定能力和知識(shí)的儲(chǔ)備，以為任務(wù)的完成打下基礎(chǔ)。教師在教學(xué)任務(wù)進(jìn)行設(shè)計(jì)以后，在課堂教學(xué)的開始就應(yīng)將任務(wù)告訴學(xué)生。學(xué)生要想圓滿完成老師的任務(wù)，就應(yīng)該進(jìn)行一系列的查閱、閱讀、分析等，以此來完成任務(wù)。這個(gè)對(duì)教學(xué)內(nèi)容進(jìn)行學(xué)習(xí)的過程就是技能訓(xùn)練和知識(shí)教學(xué)的過程。其次，在任務(wù)的實(shí)施過程中需要學(xué)生和教師采取準(zhǔn)備措施，比如對(duì)足夠信息資源的收集。實(shí)施任務(wù)的一個(gè)重要目的就是為學(xué)生提供交流信息、獲取信息、應(yīng)用信息、處理信息的過程。在這個(gè)過程中，教師作為活動(dòng)的引導(dǎo)者、組織者，也可以參與到活動(dòng)之中，引導(dǎo)學(xué)生積極參與到Pairwork或Groupwork等小組方式中去，以確保任務(wù)的共同完成。

3．任務(wù)完成結(jié)果的展示以及評(píng)價(jià)

通過任務(wù)型學(xué)習(xí)活動(dòng)能夠使學(xué)生有一種完成任務(wù)后的自豪感和成就感。為了能夠?qū)崿F(xiàn)這種目的，在任務(wù)完成以后應(yīng)進(jìn)行一定的評(píng)價(jià)和展示。通過相互之間的交流，學(xué)生能夠?qū)Ω髯酝瓿扇蝿?wù)情況進(jìn)行進(jìn)一步分析，教師以及學(xué)生進(jìn)行相關(guān)點(diǎn)評(píng)，確保學(xué)生吸取到好的做法和經(jīng)驗(yàn)，對(duì)自己的實(shí)踐過程和思維模式加以修正、完善。同時(shí)，也可以通過學(xué)生對(duì)自己作品的價(jià)值和質(zhì)量進(jìn)行判斷的方式，學(xué)會(huì)判斷和反思自己的努力和進(jìn)步。

五、結(jié)語(yǔ)

伴隨著不斷提高的素質(zhì)教育要求，任務(wù)型教學(xué)在英語(yǔ)教學(xué)中獲得了廣泛的運(yùn)用。其要求教師通過自己角色的轉(zhuǎn)換，將學(xué)生作為主體來對(duì)教學(xué)活動(dòng)加以設(shè)計(jì)，充分實(shí)現(xiàn)學(xué)生的主體作用。隨著不斷深化的任務(wù)，學(xué)生在運(yùn)用語(yǔ)言方面的能力也會(huì)得到不斷提高。而隨著附近不同的環(huán)境，學(xué)生可以結(jié)合客觀需要以及自身所掌握的知識(shí)來對(duì)新知識(shí)加以構(gòu)建。當(dāng)然任務(wù)型教學(xué)只是形式多樣的教學(xué)方法中的一種，在實(shí)際的英語(yǔ)教學(xué)過程中，教師應(yīng)結(jié)合不同的客觀需來對(duì)正確的教學(xué)法加以選擇，實(shí)現(xiàn)英語(yǔ)課堂教學(xué)的不斷優(yōu)化[6]。

第五篇：任務(wù)型教學(xué)法 論文

浙江外國(guó)語(yǔ)學(xué)院本科畢業(yè)設(shè)計(jì)(論文)正文

目錄

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

i

任務(wù)型教學(xué)法在中學(xué)英語(yǔ)閱讀課中的應(yīng)用

摘要: 初中英語(yǔ)閱讀教學(xué)是英語(yǔ)教學(xué)中一個(gè)非常重要的部分?！队⒄Z(yǔ)課程標(biāo)準(zhǔn)》已經(jīng)在中國(guó)普遍實(shí)施，并且它提倡任務(wù)型教學(xué)模式。任務(wù)型教學(xué)法提倡在做中學(xué),并且通過活動(dòng)旨在給學(xué)習(xí)者提供口語(yǔ)和書面語(yǔ)練習(xí)的機(jī)會(huì)。本文首先介紹了造成英語(yǔ)閱讀教學(xué)的一些困難。然后提出了任務(wù)型教學(xué)英語(yǔ)閱讀的教學(xué)模式為了克服這些困難。第三部分探討了它在三個(gè)階段的實(shí)施：閱讀前、閱讀中和閱讀后。最后評(píng)價(jià)了任務(wù)型教學(xué)法的有效性。

關(guān)鍵詞：任務(wù)型教學(xué)法；中學(xué)；英語(yǔ)閱讀

ii

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

１

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.《任務(wù)型英語(yǔ)教學(xué)法：課堂研究與實(shí)踐》，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。

龔亞夫、羅少茜，《任務(wù)型語(yǔ)言教學(xué)》，人民教育出版社，2003。教育部，《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)》，北京師范大學(xué)出版社，2011。林新事，《英語(yǔ)課程與教學(xué)研究》，浙江大學(xué)出版社，2008。王薔，《英語(yǔ)教學(xué)法教程》，高等教育出版社，2006。

[Wang Qiang, A Course in English Language Teaching.Higher Educational Press, 2006.]

陳亞杰、薛枝、栗霞，《任務(wù)型語(yǔ)言教學(xué)：從理論到實(shí)踐》，外語(yǔ)教學(xué)與研究出版

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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