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1、摘要2001年，中国国家教育部颁布的国家义务教育新课程标准指出基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；强调课程从学生的学习兴趣生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。在初中阶段，学生应掌握为真实交流服务的综合运用英语能力。为了达到这一目的，英语新课程标准大力提倡实施任务型教学法，要求教师在课堂中尽多的使用这一方法而不是单纯的讲解英语知识。
2、经过将近十年的理论和实践研究，任务型教学法被认为是初中英语教学中激发学生兴趣潜力，唤起学生运用英语的创造力。 因此，本文旨在对任务型教学法理论的研究和在初中课堂中的应用来提高英语教学质量。关键词: 任务型教学法 初中 英语教学 运用AbstractIn 2001, The New Curriculum Standard for compulsory Education was issued by Ministry of Education of China, it states that one of the urgent duties of education is “to inspire
3、and foster the students interest in learning, develop their abilities of self- learning and cooperative learning. In the junior high school period, the student should master the integrated skills of language using for real communication.” In order to meet this goal, Task-based Language Teaching (TBL
4、T) is put forward and carried out in the English Curriculum Criterion, and the English Curriculum Criterion points out that teachers should use tasks in their language class rooms as much as possible instead of purely teaching in language knowledge. Through almost ten years theory study and practice
5、 exploration , it is believed that the TBLT is one of the most effective approaches in junior high school English teaching to make students active and interested in learning and exploring their potential language abilities, evoking their energy to use the language creativity.Therefore, the thesis ai
6、ms at studying the theory of the Task-based Language Teaching Approach and putting it into the use of the junior high school to enhance the quality of the language teaching.Key Words: Task-Based Language Teaching junior high school application English teaching ContentsIntroduction.1Chapter 1The Over
7、view of the Task-based Teaching Approach.11.1. Definition of the task.11.2Task components.21.3The definition of Task-based Language Teaching.2Chapter 2The Connation of the Task-based Teaching Approach.32.1. The theoretical underpinning of Task-based Teaching Approach.32.2Main features of Task-based
8、Teaching Approach.3 2.3Aims of Task-based Teaching Approach.4Chapter 3The Advantages of the Task-based Teaching Approach in Junior High School.53.1.The traditional teaching method Five-step Teaching model.5 3.2TheTask-based teaching approach.63.3The comparison between the traditional and new Task-ba
9、sed language Teaching.6Chapter 4 The Implementation of the Interactive English Teaching in the Junior High School4.1Principals of Task-based Language Teaching in junior high school.74.2The framework of resenting tasks in the junior high school .84.3 Steps in designing a Task-based program.94.4 Facto
10、rs affecting the implementation of Task-based Teaching injunior high School.10 4.41 The roles of teachers and students.11 4.4.2 The principleof task design.12 4.4.3 The disagreement in the different environment.13Conclusion.15Notes .16.Acknowledgements.16Bibliography.17 IntroductionIn 2001, The New
11、Curriculum Standard for compulsory Education was issued by Ministry of Education of China, it states that one of the urgent duties of education is “to inspire and foster the students interest in learning, develop their abilities of self- learning and cooperative learning. In the junior high school p
12、eriod, the student should master the integrated skills of language using for real communication.” In order to meet this goal, Task-based Language Teaching (TBLT) is put forward and carried out in the English Curriculum Criterion, and the English Curriculum Criterion points out that teachers should u
13、se tasks in their language class rooms as much as possible instead of purely teaching in language knowledge. Through almost ten years theory study, it is believe that the TBLT is one of the most effective approach in junior high school English teaching to make students active and interested in learn
14、ing and exploring their potential language abilities, evoking their energy to use the language creativity.Chapter 1 The Overview of the Task-based Teaching Approach Task-based Language Teaching is a kind of teaching method by taking concrete task as the motivation of study,taking the process of comp
15、leting task as the process of study,presenting achievement by displaying task result.Under this kind of teaching environment,the teachers blend one or more teaching targets to the concrete teaching activity,let the learners carry out a teaching target to acquire the abilities more aggressive and act
16、ive.Task-based Language Teaching is a kind of teaching mode which has influence in the language teaching activity in recent years .1.1Definition of the taskResearch about tasks has been conducted since the thirties of the nineteenth century,and the term taskhas been defined in a variety of ways.In g
17、eneral education,and in other fields such as psychology,there are many different definitions of tasks.There is also quite a variety form within the field of second language reading ,as Longman dictionary illustrates:(A task is )a piece of work undertaken for oneself or for others,freely or for some
18、reward.Thus,examples of tasks include painting a fence,dressing a child,filling out a form,and so on.In other words,by task is meant the hundred and one things people do everyday life,at work,at play,and in between.(Longman1985:89,cited in Nunan,2001:24)Form this one,we can draw on the following fea
19、tures about task:it is a piece of meaning-focused work,a piece of work involving learners and communicative language skills,and a series of interactions which are needed to meet the learners ends.The definition we have looked at share one thing in common:they all imply that task involve communicativ
20、e language use in which the users attention is focused on meaning rather than linguistic structure.While in the discussion in Nunan(1985:5),we have a definition of taskadopted in this thesis follow Willis:.by a task i meant an activity which involves the use of language but in which the focus is on
21、the outcome of the activity rather than on the language used to achieve that outcome .(Willis 1990:127)1.2Task componentsAs the term of components of task,many researchers have attempt to identify.However,in analytic terms,Nunan(1989)suggests that the task will contain six components:goals,input,act
22、ivities,teachers role,learner role,and setting.(1) A goal:Goals express broadly what the results of a certain experience will be .(goals of TBL are to develop students communicative competence including sociolinguistic competence,discourse competence and strategic competence)(2) Input:Tasks contain
23、some form of input data which might be verbal or non-verbal,which the individual has to deal with when performing a task.Apparently these materials are objective and can be used in everyday life .And this can result in a short-term achievement,leaving the learners the sense of success,which will sur
24、ely enhance the leaners interests and motivation (3) Activity: the performance of a task itself on the basis of goals and and inputs,not exercises.An activity is in some way derived from the input and sets out what the learners are to do in relation to the input.(4) Roles for teachers and learners:L
25、earners are Conversational parnter while teachers are facilitators,organizers,monitors and sometimes partners to specify what is regarded as successful completion of the task.(5) Setting:classroom organizing from,e.g:pair work,group work and son .1.3The definition of Task-based Language Teaching Tas
26、k-based Language Teaching(TBLT) started in the late 1970s and the early 1980s.It was David Nunanwho proposed such an approach.Nunan, an eminent authority in task-based language teaching maintains that setting specific tasks for students so that they act as if they were using the language in real lif
27、e -this is part of the essence of task-based teaching. One of the authorities on TBL,Skehan,argues for a definition of a language task in which a communication problem is to be solved which bears some relationship to real-word activities.that the task should mirror real-life situations and decision-
28、making as far as possible.Task-based Language Teaching approach has evolved in response to a better understanding of the way language are learned.its idea is to give learners tasks to transact,rather than items to learn ,and provide an environment which best promotes the natural language learning pr
29、ocess. Chapter 2 The Connation of the Task-based Teaching Approach. Nowadays, attributing to the world multipolarization, economic globalization, education internationalization, the inkling of information times, and entrance into WTO and booming development of advanced science and technology, it is
30、urgent to drive ahead quality-oriented education, which is the main rhythm of Chinese basic education reform and development in the twenty-first century. 2.1The theoretical underpinning of Task-based Teaching Approach (1)The Input Hypothesis:one theory which tasks are based on is the Input Hypothesi
31、s.Krashen distinguishes language acquisition form language learning.he believed that a learner improves and progresses along a natural order when receiving input that is one step beyond the learners current stage of linguistic competence,claiming that comprehensive input was not only necessary but a
32、lso sufficient for successful second language acquisition. (2)The Interaction Hypothesis .The second theory which tasks are based on is the Interation Hypothesis.It claimed that acquisition is facilitated when learners obtain comprehensible input as a result of the opportunity to negotiate meaning w
33、hen communication breakdown occurs.Swain(1985:1995)suggest that output serves to help learners notice gaps in their linguistic knowledge and thus triggers both analysis of input and of their own existing internal resources.In addition it provides a means by which learners can test hypotheses about t
34、he second language and reflect on their own and the interlocutors use of language . (3)Humanism.Human-centeredteaching principle is a direct reflection of psychology and philosophy.according to humanism,students are the center of teaching in the classroom,students and teacher share the responsibilit
35、y to learn.Teachers provide learning materials ,create an atmosphere or situation that promote learning.Teachers work to form a good classroom environment and put students in a caring ,understanding and reliable situation,stimulating them to learn activity and conscientiously;Teachers in humanistic
36、approach would let students control and manage themselves instead of being disciplined.This is what Task-based Teaching Method based on.2.2Main features of Task-based Teaching Approach Task-based approach is a student-centered approach which can be applied in the Junior English teaching to cultivate
37、 students integrated language skills and autonomous learning competence by fulfilling various tasks or activities .TBLToffers an innovative way to language learning. Long(1998）took a further step andlisted the following characteristics of TBLT:l Learner-needs-driven syllabus and methodology;l Work o
38、n pedagogical tasks plus a focus on form;l Target task-based need analysis determines syllabus content;l Learner training and use of problem-solving pedagogical task,often with high intellectual challenge;l Cooperative learning,collaborative small groups work ,analytic,task-based syllabus and method
39、ology,constraints on error treatment;Professor Gong listed as follow:1. It emphasizes on learning to communicate through interaction in the target language.2. It introduces the authentic texts into the learning situation.3. It gives opportunities for learners to focus ,not only language,but also on
40、the learning process itself.4. It treats the learners own personal experience as important contributing elements to classroom learning.5. It attempts to link classroom language learning with language activation outside the classroom.2.3Aims of Task-based Teaching ApproachThe use of tasks will also g
41、ive a clear and purposeful context for the teaching and learning and other language features as will as skills.Such language focus components in turn enable learners to construct their knowledge of language structures and functions.The task-based approach provides opportunities for learners to exper
42、iment with and explore both spoken and written language through tasks which are designed to engage learners in the authentic,practical and functional sue of language for meaningful purposes.1.Learn the relationships between different people. Use the language that students have learned to communicate
43、 information,exchange opinions, link up emotions, set up and keep a certain relationship.2.Learn from the social medias (newspaper, magazine, advertisement, film, television, broadcasting, video, speech, etc.) and make them apply in English studying.3.Learn to appreciate the articles that are the sa
44、me level with language learning, but develop further students vocabulary, such as stories, poems, songs, dramas etc. Students can respond to this article, and even begin to create the works with characteristics.Chapter 3The Advantages of the Task-based Teaching Approach in Junior High School Compare
45、d with the traditional English teaching, the Task-based Teaching has a series of advantages. Those advantages are list as follows:3.1The traditional teaching method Five-step Teaching model In the traditional teaching classroom,language teaching has three functions:revising the former learned language materials,learning new vocabularies,sounds an
