简析口语任务型论述指导下小学英语口语教学

论文导读：ofTask-BasedLanguageTeachingandLearning21-222.2StudiesofTBLTinPrimarySchoolAthome22-242.3GradedExaminationsinSpokenEngpsh24-28Chapter3RelevantTheoreticalFoundations28-333.1VanLier'sCurriculumTheory28-293.2StephenKrashen'sInputHypothesis29-313.3InteractionHypothesis31
摘要：2001年,国家教育部颁发的《英语课程标准》提倡和倡议在英语教学中实施任务型教学法。在近20年的进展历程中,任务型教学法已逐渐趋于成熟。任务型教学法强调“做中学”的原则,强调通过任务活动来提升学生们的学习积极性和语言运用能力。本探讨主要将任务型教学论述运用到小学英语口语教学中,旨在检验任务型教学论述是否能够提升学生的英语学习兴趣,挖掘学生的潜力,使其树立自信心,最终提升口语表达能力。首先,本论文阐述了任务型教学法的特点、课堂设计原则以及教师在口语课堂的作用等相关内容。然后,将其论述运用到口语实践中。其实验对象为北京某小学四年级的学生,实验人数是35人,实验时间为4个月。在实验的实施历程中,实验对象进行了两次口语测试、两次问卷调查和一次访谈。通过这些实验手段对测试者的英语口语能力以及学习兴趣、态度等方面都进行了较为全面的探讨。探讨结果表明：(1)通过对两份问卷调查的比较,发现学生们的学习兴趣、动机以及自信心方面都有显著的改善和进步。第二份问卷调查的第二部分结果显示,绝大多数学生对任务型教学策略兴趣浓厚,他们喜欢通过“任务活动”的方式练习口语,提升交流能力。通过此策略的运用,学生彼此之间的联系亦变得更加亲密、融洽,课堂气氛有很大改观。(2)以前测和后测的两组成绩来看,实验后学生们的成绩有显著变化。他们在表达的流利程度、语音语调的准确程度、内容丰富程度和语法的准确度等方面都有很大进步。(3)分组活动和奖励机制在完成任务教学中起到了至关重要的作用。由于受客观条件的限制,本实验在实施历程中亦有着一定的局限性。在结论部分,作者根据本论文的实验结果对如何改善外语教学的方式策略,提升教学质量提出了倡议。关键词：任务型语言教学论文小学英语论文态度论文兴趣论文口语能力论文
本论文由www.7ctime.com,需要论文可以联系人员哦。摘要5-6
Abstract6-11
Chapter 1 Introduction11-15

1.1 Background of the research11

1.2 Purpose of the study11-12

1.3 Significance of the research12-13

1.4 Arrangement of the thesis13

1.5 The reason for adopting TBLT13-15

Chapter 2 Literature Review15-28

2.1 Studies of TBLT Abroad15-22

2.

1.1 Definition of Task16-17

2.

1.2 Characteristics of Task17-18

2.

1.3 Task versus Exercise18-19

2.1.4 Definition of Task-Based Language Teaching19-20
2.1.5 Characteristics of Task-Based Language Teaching20-21
2.1.6 Principles of Task-Based Language Teaching and Learning21-22
2.2 Studies of TBLT in Primary School At home22-24
2.3 Graded Examinations in Spoken Engpsh24-28
Chapter 3 Relevant Theoretical Foundations28-33

3.1 Van Lier's Curriculum Theory28-29

3.2 Stephen Krashen's Input Hypothesis29-31

3.3 Interaction Hypothesis31-33

Chapter 4 Apppcation of Task Design in Oral Class33-38

4.1 Basic Principles of Designing Tasks33

4.2 Procedures of task design33-35

4.3 Teacher's role in Task-Based Language Teaching35-38
Chapter 5 Experimental Research38-47

5.1 Research questions38

5.2 Aims38

5.3 Participants38-39

5.4 Teaching Materials39

5.5 Instruments39

5.1 Questionnaires39

5.2 Test(Pre-test and Post-test)39

5.3 Interview39

5.6 The experiment procedure39-47

5.6.1 The First Questionnaire40

5.6.2 The pre-test40-41

5.6.3 The teaching process41-43

5.6.4 Some propositional task examples in oral class43-45

5.6.5 The Second Questionnaire45-46

5.6.6 The Post-test46-47

Chapter 6 Results and Analyses47-64

6.1 Data collection47

6.2 Result analysis47-64

6.2.1 Analysis of Questionnairel and the first Section of Questionnaire 247-52
6.2.2 Analysis of the second section of Questionnaire 252-57
6.2.3 Anal论文导读：eforTwoOralTests79Appendix6ASampleforInterview79-80PaperspubpshedinthePeriodofM.A.Education80-81Acknowledgements81上一页12
ysis of two tests57-59
6.2.4 Analysis of the results of interview59-64
Chapter 7 Conclusion and Imppcation64-70

7.1 Conclusion64-65

7.2 Imppcation of the study65-67

7.2.1 Imppcation for Engpsh teachers and learners65-66
7.2.2 Imppcation from theoretical foundations66-67

7.3 Limitations of the study67-68

7.4 Suggestions for further research68-70

References70-73
Appendices73-80
Appendix 1 The First Questionnaire73-74
Appendix 2 The Second Questionnaire74-76
Appendix 3 The Pre-test76-78
Appendix 4 The Post-test78-79
Appendix 5 A Sample Rating Scale for Two Oral Tests79
Appendix 6 A Sample for Interview79-80
Papers pubpshed in the Period of M.A. Education80-81
Acknowledgements81