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論任務型教學法在初中英語聽力課堂的運用

時間:2019-05-09 13:11來源:英語論文
The Application of Task-based Approach in Junior Middle School’s English Listening Class英語論文論任務型教學法在初中英語聽力課堂的運用

摘 要 在全國英語改革浪潮中,聽力課程的改革首當其沖。然而經過實地研究,傳統英語教學方法仍然是廣大城鎮中學的主要模式,造成英語學習效率低下,很難達到新課標的要求。因此如何改善英語聽力教學現狀,有效提高學生的英語聽力水平成為本文的研究目的。筆者在實習期間對實習學校九年級兩個普通班對進行對比研究,著重闡述任務型教學法在新課標的指導下對初中聽力課堂的實際應用,并進行準確的數據統計。筆者發現在完成各種任務的過程中,學習者始終處于一種積極的,主動的學習心理狀態。因此筆者提倡,任務型教學法可以作為有效提高學生語言運用能力的教學方法得到提倡與應用。35236
畢業論文關鍵詞:聽力;初中英語;任務型教學法
Abstract In the national English reform tide, the listening curriculum reform is of high priority. Through some research practice, the traditional English teaching method is still the main mode of the urban middle school. The efficiency of this kind of English learning is quite low. So how to improve English listening teaching, and how to improve students’ English listening level become this paper’s concerns. The author mainly focuses on the practical application of task-based approach for listening class in junior middle school under the guidance of the New Curriculum by some comparative experimental studies between two regular classes during the fieldwork. In the process of completing the various tasks, learners are always in a positive and active learning state. So the task-based teaching method can be advocated and applied as an effective method to improve students’ ability in using language.

源¥自%六:維;論-文'網=www.aftnzs.live


Key words: listening; English in junior middle school; task-based teaching method
The Application of Task-based Approach in Junior Middle School’s English Listening Class
Contents
摘 要    i
Abstract    ii
I. Introduction    1
II. Literature Review    2
2.1 Present Situations of Listening in the Junior Middle School    2
2.2 Task-based Approach    4
2.2.1 Definitions of Task and Task-based Approach    4
2.2.2 Features and Principles of Task-based Approach    5
2.2.3 The Basic Ideas of Task-based Approach    7
III. An Experiment on Implementing TBA of Listening Class in Junior Middle School    8
3.1 Experiment Purpose    8
3.2 Experiment Subjects    8
3.3 Experiment Time    8
3.4 Experiment Materials    8
3.5 Experimental Methods of Practical Application    9
3.6 Classroom Experiment    9
3.7 A Sample Lesson about Practical Application of TBA in Listening Class    13
3.7.1 Pre-listening    13
3.7.2 While-listening    13
3.7.3 Post-listening    14
IV. Data Analysis and Discussion    14
V. Conclusion    16
Bibliography    18
Acknowledgements    19
I. Introduction
Listening is one of the important ways to input information in the process of language learning, which is also the original link in language learning. Listening is the most important channels to obtain the information for foreign language learners in the process of language acquisition. It is reported that when communicating in daily life, “40% to 50% of their time is in listening, 25% to 30% of the time is in saying, 11% to 16% of their time is in reading, while only about 9% of the time is in writing.” (Rivers 198)
源¥自%六:維;論-文'網=www.aftnzs.live

It is obvious to see that listening comprehension ability is crucial when middle school students are learning a foreign language. According to the theory of second language acquisition, language input is the most fundamental condition for language acquisition. “There is no language input, there will be no language acquisition.”  (Krashen 82) Therefore, listening comprehension, as a kind of input functions, occupies a very important position in the students’ language acquisition . 論任務型教學法在初中英語聽力課堂的運用:http://www.aftnzs.live/yingyu/20190509/33088.html
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