-
摘 要 在全国英语改革浪潮中，听力课程的改革首当其冲。然而经过实地研究，传统英语教学方法仍然是广大城镇中学的主要模式，造成英语学习效率低下，很难达到新课标的要求。因此如何改善英语听力教学现状，有效提高学生的英语听力水平成为本文的研究目的。笔者在实习期间对实习学校九年级两个普通班对进行对比研究，着重阐述任务型教学法在新课标的指导下对初中听力课堂的实际应用，并进行准确的数据统计。笔者发现在完成各种任务的过程中，学习者始终处于一种积极的，主动的学习心理状态。因此笔者提倡，任务型教学法可以作为有效提高学生语言运用能力的教学方法得到提倡与应用。35236
- 上一篇：电影中植入式广告对消费心理的影响
- 下一篇：浅析颜色词在汉英文化中的差异
毕业论文关键词：听力；初中英语；任务型教学法
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.
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)
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 .