【摘要】 任务型语言教学作为交际教学法的流派之一,产生于20世纪80年代。新《英语课程标准》明确提出：教师应避免单纯传授语言知识的教学方法,尽量采用“任务型”的教学途径吸引和组织学生积极参与教学活动,使学生通过思考,讨论,交流,合作等方式,学习和使用英语,完成学习任务。学生可以通过学习和分析来认识,理解并使用语言。国内大部分任务型教学促进听说的研究是在中学和大学进行的,对任务型教学促进小学英语的听说教学却很少涉及。本论文的就任务型语言教学能否对小学四年级生英语听说能力产生积极的影响,提出了两个研究问题：1、任务型语言教学有助于激发学生听、说英语吗?2、与传统教学相比,任务型教学可以更有效提高四年级学生英语听说能力吗?本文作者在北京市西城区一所市级重点小学进行任务型教学的教学实验。本实验持续时间为四个月,一个实验班和一个对比班分别采用任务型教学和传统的讲授式教学方法进行对比研究。数据搜集主要包括调查问卷、前测、后测和访谈。本论文由五个部分组成：第一章介绍了本研究的背景、意义和论文结构；第二章是文献综述部分,涉及内容包括任务型教学在英语课堂上的应用；第三章介绍了研究的假设,研究的对象,实验的工具和实验过程；第四章对实验数据进行分析；第五章对全文进行了总结,简述了本文的主要发现、实验存在的局限性,并对将来的研究提出了建议。实验班实验结果综述如下：首先,任务型教学能够提高学生的英语学习兴趣；其次,实验班学生比控制班学生学习更积极。任务型教学能够促进学生参与课堂的听说活动中来；学生对任务型教学的态度是积极的；最后但也是最重要的,与控制班相比,任务型教学能够更有效地提高学生的英语听说能力。
用任务型教学促进小学四年级学生英语听说能力的研究
Acknowledgments 5-6
摘要 6-7
Abstract 7-8
Abbreviations 9-16
Chapter 1 Introduction 16-22
1.1 Background of the Study 16-19
1.2 Significance of Current Study 19-20
1.3 An Overview of the Thesis 20-22
Chapter 2 Literature Review 22-50
2.1 Introduction to a task in TBLT 22-32
2.1.1 Definitions and Characteristics of a Task 22-25
2.1.2 Contents of a Task 25-27
2.1.3 Types of Tasks 27-30
2.1.4 Principles of Task Designing 30-32
2.2 Introduction to TBLT 32-39
2.2.1 The Definition of TBLT 32-34
2.2.2 The Theoretical Basis of TBLT 34-38
2.2.3 The Definition of PPP Model 38-39
2.3 Brief Comments of Task-based Language Teaching in English Listening and Speaking Class 39-43
2.3.1 Advantages of TBLT Applied to Listening and Speaking Class 39-41
2.3.2 The Present Situation of English Listening and Speaking Teaching 41-42
2.3.3 Recent Research in Relationship between Task-based Language Teaching and Listening and Speaking Comprehension 42-43
2.4 Application of TBLT into English Listening and Speaking Class 43-50
2.4.1 Features of the English Textbooks for Pupils 44
2.4.2 Characteristics of Fourth-grade Students 44-45
2.4.3 Willis' Model for Task-based Language Teaching in Primary School 45-50
Chapter 3 Research Design and Implementation 50-73
3.1 Research Questions 50
3.2 Subjects 50-52
3.3 Instruments 52-59
3.3.1 Questionnaire 52-54
3.3.2 Interview 54-55
3.3.3 Pre-test and Post-test 55-57
3.3.4 PPP Approach Applied to the Control Class 57-59
3.4 Pre-test and Pre-questionnaire 59
3.5 Treatment 59-71
3.5.1 The Introduction of the Teaching Procedure 60-65
3.5.2 The Implementation of the Teaching Procedure 65-69
3.5.3 A Sample of the Whole Listening and Speaking Lesson with TBLT 69-70
3.5.4 Teaching Procedure in Control Class 70-71
3.6 Post-test and Post-questionnaire 71-72
3.7 Interview 72-73
Chapter 4 Research Results and Analysis 73-97
4.1 Analysis of the Questionnaire 73-86
4.1.1 Analysis of the Questionnaires in EC 74-78
4.1.2 Analysis of the Questionnaires in CC 78-83
4.1.3 Comparison of the Results of the Questionnaires in EC and CC 83-86
4.2 Analysis of the Interview 86-90
4.2.1 Analysis of the First Question of the Interview 87-88
4.2.2 Analysis of the Second Question of the Interview 88-89
4.2.3 Analysis of the third Question of the Interview 89-90
4.3 Analysis of the Pre-test and Post-test 90-97
4.3.1 Analysis of the Students' Scores 91-92
4.3.2 T-test Results and Analysis of the Students'Scores 92-97
Chapter 5 Conclusion 97-102
5.1 Main findings of the Research 97-98
5.2 Limitations of the Research 98-99
5.3 Implications of the Results of the Research 99-102
5.3.1 Comparison between the 3P Approach and TBLT Approach 99-100
5.3.2 Advantages of TBLT in English Teaching 100-102
References 102-106
Appendices 106-123
Appendix 1:Questionnaire 106-107
Appendix 2:Pre-test 107-111
Appendix 3:Post-test 111-115
Appendix 4:The Rating Scale of the Speaking Test 115-116
Appendix 5:Interview 116-117
Appendix 6:The Scores of Pre-test and Post-test 117-118
Appendix 7:The Survey Task 118-119
Appendix 8:The Assignment 119-120
Appendix 9:Listening and Speaking Text 120-121
Appendix 10:Listening and Speaking Process 121-123
Appendix 11:The Comments of Interview
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