第一篇：淺談如何提高任務型教學的效果論文

隨著江蘇省新課改的進一步深入，近幾年的中考英語中出現了一種全新的閱讀題型——任務型閱讀。任務型閱讀是在遵循新課程標準的基礎上，根據任務型教學的任務設計而形成的一種新題型。它主要考查考生根據所提供的信息解決實際問題的能力，包括閱讀信息、處理信息、轉換信息以及用英語進行思維和表達的能力。然而一直以來，任務型閱讀的教學效果卻不能盡如人意。

一、造成任務型閱讀教學效果不佳的原因。

筆者認為，造成這種現象的原因主要有兩方面：一是缺乏理論的指導。新題型的推出在師生中產生了極大的影響，許多學生在沒有科學理論的指導下感覺無從下手，不知所措。甚至在教學一線的老師也感覺到不太適應。二是教師對任務型閱讀教學的研究甚少。翻開各類教學雜志書籍，對于任務型閱讀教學的研究較少。絕大部分教師對于如何組織好任務型閱讀教學課，開展有效的訓練活動缺乏基本的研究。大多數教師仍沿用閱讀訓練的模式來訓練學生進行有效閱讀，缺乏針對性。

二、提高英語任務型閱讀教學效果的途徑。

第一，任務型閱讀是由文章和圖表兩部分組成。文章涉及的題材較為廣泛，可能是記敘文、說明文也可能是議論文。內容涉及各個領域：歷史，科普，教育，體育，人文等等。圖表大多體現了文章的結構與主線，是掌握作者寫作目的與文章主旨的重要提示。因此，在平時的教學中教師應當使學生了解任務型閱讀這一題型的特點，并且加強閱讀訓練，使學生能夠快速地掌握文章大意，明確作者寫作意圖，抓住表格信息，提高答題速度與準確度。

第二，關注詞匯及語法教學模式的轉變。任務型閱讀要求根據文章信息在表格中填寫出相應詞匯，但一般不會單純地把文章中的原詞填寫到表格中來，這就要求我們對詞匯作出一定的變形。對詞匯的考察包括名詞單復數，動詞時態語態的變化，形容詞、副詞的變化，同義詞（組）與反義詞（組）的轉換，連詞的考察以及固定詞語的搭配。這就要求學生在平時的學習中注重積累相關的詞匯與語法知識。

第三，限時閱讀。考試不僅考查學生做題的準確度，同時也考察學生的解題速度。任務型閱讀一共十個空格，完成時間大約15分鐘。要想在15分鐘內既快又準確地答題，這就要求學生平時做大量的限時訓練，提高答題的速度與準確度。

三、任務型閱讀的解題步驟。

第一，閱讀文章前，觀察圖表。關注圖表是否有標題，是否需要填寫標題，因為標題往往體現了文章大意。比如表格的標題為Walking to keep fit，那么這篇文章就是關于散步來保持健康的相關知識，而不是關于計算機，音樂或者環保等相關主題。通過觀察圖表，我們還可以大致了解文章的結構，大致將文章分為幾大部分。文章一般都是按照一定的內容來劃分成若干段落，那么在觀察圖表的基礎上將文章劃分成幾大部分有助于我們縮小圖表空格的信息來源范圍，解題過程更加輕松。另外，觀察表格的空格處，我們可以初步根據語法知識和表格的上下文給空格部分確定填入詞匯的形式，是名詞，動詞，還是形容詞等。

第二，閱讀文章進行填詞。

（一）通覽全文，利用表格中的信息提示，準確地在文中找到答案的信息來源。

（二）選詞要盡可能完整、準確地表達出文章信息，根據文章中的信息來源先確定詞意，再確定詞性，最后對所選的詞進行適當的詞形變化。如動詞要考慮到時態語態。名詞要注意單復數。根據各自不同的修飾功能選擇形容詞和副詞，形容詞一般修飾名詞，副詞則修飾動詞和副詞。根據行文的邏輯關系選擇相關的連詞。以及一些固定的搭配。

第三，填詞后，通讀表格。再次確保答案與表格內容的一致性。并且注意語意是否流暢，確保語意和語法兩方面都正確以及表格的一致性。

第二篇：任務型對外漢語教學效果與問題分析

摘要：在對外漢語課堂教學中，采用任務型語言教學方式具有明顯的成效，也有其應該注意的問題。本文就任務型語言教學在對外漢語課堂中運用的效果和容易產生的問題進行了較為全面的分析，并提出了解決問題的辦法和思路。

關鍵詞：對外漢語課堂；任務型；教學效果；問題

中圖分類號：g712 文獻標識碼：a 文章編號：1672-5727（2012）12-0083-03

對外漢語任務型語言教學強調學生參與學習的過程，重在強調語言的意義，它也跟功能交際法一樣強調學生運用語言進行交際的能力，但同時從更廣泛的層面來培養語言綜合運用能力，主要從設置真實的漢語語境、從語言任務的完成中讓學生自然習得語言，強調學生通過完成真實的生活任務來參與語言學習的過程。因此，彌補了功能交際法的上述不足，是一種包容了交際法而不是取代交際法的教學模式。學生在執行任務的環節中，自然地產生使用該語言點的沖動，進而使用語言，達到習得目的，而最后的任務評估環節，師生互動，通過歸納與分析，鞏固語言產出。

任務型對外漢語教學的成效

學生的漢語綜合運用能力和交際能力得到鍛煉 留學生的主動性和創造性在任務型語言教學課堂中得以充分發揮。學生在主動認知的前提下，提高了運用語言的綜合，能夠真正兼顧到語言表達的流利度和準確度。教師布置的任務是綜合運用詞匯、語法和功能項目的活動，學生圍繞這一活動展開討論和想象。在完成預期目標的過程中，必定經歷詞語的選擇、句型的運用、語法的應用，以及口頭表述、判斷和綜合概括等環節，無形中提高了語言的綜合運用水平。

改進了學生的學習方式 針對不同國籍的學生，任務型語言教學會做出教學調整，這樣就增強了學生課堂的參與性，教學強調的是學生以完成任務為目的，通過思考、討論、交流及合作等方式研究問題，找出對策。改變了以往單純的中國“填鴨式”教學模式，而是把所學知識和商務情境結合起來，獨立思考、積極參與解決問題，養成了良好的學習習慣。在此過程中，還可以對課本知識查缺補漏，實現“學中用”與“用中學”的相互轉化。

改善了課堂氛圍和師生關系 在課堂中學生合作、師生共同合作完成任務的方式，有別于以往的“灌輸式”教學。學生根據教師的任務提示積極思維，主動探究，以小組為單位的活動形式不僅營造出非常熱烈的課堂氣氛，而且還能有針對性地消除傳統教學模式帶來的弊端，提高教學質量。使對外漢語口語課堂上的中外師生角色發生根本性變化，學生有了更多用漢語參與課堂活動、表達學習和感情需求的機會，增進了學生學習和探索的自覺性。

拉近了對外漢語課堂與現實生活的距離 傳統語言課堂被學生提到最多的弊端就是課堂教學與生活需要脫節，外國學生在課后無法很好地將課堂所學知識靈活運用到實際生活中去。但是，任務型教學則將二者緊密地聯系起來，縮短了課堂與生活的距離，將課堂演變成了一個“小社會”，改變了傳統教師“一言堂”的局面，使學生更快地融入現實生活情境當中，在完成課堂交際任務之后，有能力去完成課堂外生活當中的類似任務。教師根據實際生活場景選擇、改編或創造類似真實生活的任務，恰當地運用到課堂教學中去，圍繞學生的實際生活，設計學生交際能力范圍之內的任務，掃清留學生可能出現的語言交際障礙。

任務為學習者提供了主動建構知識的過程 語言習得是學習者自身積極主動進行知識建構的過程。在這個建構過程中，語言習得者不斷地整合原有的語言知識，輸入新的素材和知識點，在原有知識的基礎上，重新建構自身新的語言知識結構。在執行教師任務的過程中，學生用目的語進行交際和溝通，促進學生相互了解、相互幫助，不斷增加學習者的語言知識和素材。在課堂上學生是信息加工的主體，同時，也是知識意義的主動建構者。與傳統教學不同的是：學生不再是被動地接受知識，而是積極主動地建構知識。

任務給學生帶來了學習的動力 以任務來牽動學生，在學習者用目的語言直接進行交流的過程中，將知識變成活生生的語言。在課堂上，通過多種形式的任務分解和組合，師生通過共同參與達到有意義交際的目的，將學生置身于一系列語言現象及其應用的環境之中，盡可能多地為學生提供運用語言交流和實踐的機會，以此挖掘和提高他們學習漢語的潛力。學生在運用第二語言完成任務的過程中，自然而然地習得語言，在課后的語言實踐中，能夠運用課堂所學去問路、購物、談價等，增強了自身的成就感，同時，增添了自信心，提高了學習的興趣。

對外漢語課堂教學運用

任務型教學法應注意的問題

要深入了解學生 留學生學習漢語具有特殊性，他們來自不同的國家，具有不同的生活背景和知識體系，有不同的學習特點、學習興趣。因此，在設計任務的時候，教師應該根據設計任務內容和學生生活經驗及興趣之間的最佳結合點合理設計情境。

要將語言與文化相結合 漢語教學中不僅講授語言知識點，還會滲透大量的漢語言文化。比如，中國的風俗習慣和歷史悠久的文化傳統等等，教師不僅要把握重點，而且要將比較廣的知識靈活運用到語言教學中去。

要注意任務的難易程度 在對外漢語課堂教學中，任務的難度分級必須考慮輸入材料、學習者、活動場所三方因素。成年的留學生不同于中國的成年人，更不同于中國的小學生。在設計任務時，材料的難度、學習者的學習能力、學習環境的因素等都是需要綜合考慮的因素。

要以學生為中心 對外漢語課堂中，學生是主體，以留學生為主體的課堂內容會比較有趣，外國人的性格大多趨向于活潑好動，調動學生的熱情，讓學生在學習過程中有充分的表現機會，可增加他們的參與性和積極性。

要恰當的展開過程性評價 在留學生完成任務的過程當中，教師可以通過觀察和交流的方式，對學生在完成任務過程中的口頭交流、成果展示、學習態度以及參與程度和合作精神等等做出過程性的評價，通過過程性評價，樹立留學生的自信心和成就感，并轉化為繼續進步的動力。

對外漢語課堂任務型

語言教學實踐的總結和反思

加深對任務型對外漢語教學的理解和認識，將任務型語言教學更加本土化，對改善我國對外漢語語言教學，提高語言教學質量具有十分重要的意義。通過筆者的論述，我們可以看出，在對外漢語教學中，使用任務型語言教學取得了一定的成績和效果。首先，任務型對外漢語教學具有一定的創新性。任務型語言教學體現了新的語言學習觀和教學觀，在對外漢語課堂上，采用任務型語言教學法可以在很大程度上緩解傳統教學帶來的矛盾和問題，可以提高教學質量。

其次，任務型對外漢語教學讓課堂與現實生活有機融合。傳統的課堂教學往往與現實生活相脫節，在使用任務型語言課堂教學法時，學生能夠在完成課堂交際任務后，在實際生活中完成課堂外類似的任務。

再次，任務型對外漢語教學最大限度地協調了意義與形式之間的關系。只有在充分發揮學生主動認知性的前提下，才能提高學生綜合運用語言的能力，將漢語的流利度和準確度提高。

最后，任務型對外漢語教學強調中外師生之間、不同國籍的學生之間的多邊互動。學生在完成任務的過程中，通過協商和交流，擴展了語言能力，特別是語言交際能力，通過“教學做合一”的訓練得到鍛煉和提高。

在運用任務型對外漢語教學中，有些問題值得我們反思。

1.如何避免把任務型語言教學模式化。任務型語言教學只是一種教學思路和策略，不能將其固定成為一種一成不變的教學模式。在進行對外漢語教學中，它是使用的眾多教學途徑中重要的一種，但不是唯一的一種。任務型語言教學以語言產出作為教學的起點，雖然對培養學生語言運用的能力有幫助，但在強調語言輸入的教學活動中，容易本末倒置；同時，任務型語言教學強調任務集中于意義而不是形式，使語言形式過分弱化了。因此，在對外漢語課堂教學設計中，應該注重將任務型語言教學與其他的語言教學法相結合，做到相輔相成。

2.如何避免對外漢語課堂中輕任務過程、重任務結果的現象。任務型語言教學是基于合作的學習，在教學的過程中，不同國籍和區域的學生學習風格和生活習慣各異，有的留學生喜歡小組活動，但是有的學生可能更傾向于獨立學習。實施任務型語言教學的過程中，應該充分考慮到學員之間的差異，根據內容和學生的不同學習風格以及學習程度，實行多樣性的教學。盡可能調動每一個學生的學習積極性，將學習過程放在首要位置，把完成任務時的匯報作為學生展示自己的舞臺，根據學習能力的不同、學習風格的差異和學習進步的水平來給予學生肯定和鼓勵。

3.如何避免課堂教學中表演性質太強，忽視信息交流的做法。對外漢語教師如果設計繁瑣的任務，課堂上學生將疲于應付形式，忙于執行一個又一個任務。也許課堂氣氛熱鬧，但教學效果卻不一定理想。任務過多會壓縮有限的課堂時間，使學生接受的語言輸入減少，進而影響學生的參與程度。部分學生可能會來不及完成任務就到了匯報階段，結果自然而然，學生沒有充足的準備，缺乏自信，匯報效果不理想，草草了事。理想的任務型語言教學課堂應該強調學生通過參與活動，在語言交際活動中完成語言任務來學習語言，要讓留學生根據實際的生活經驗和所學的漢語語言知識解決現實的交際問題，同時，還要給學生留下思考的空間和余地，發揮學生想象力，把漢語言學習與現實生活結合起來，這樣有利于調動語言學習者的積極性和興趣。

4.如何避免任務設計的盲目性。對外漢語教師在設計任務時，不能只考慮怎樣設計實施任務的步驟，更多地應該考慮學生的需求和任務后的反思。對學生需求的分析有助于教師掌握任務難度，減輕任務實施時學生認知的負擔，使設計的任務更具操作性，便于中外師生的理解和溝通。教師設計的任務要符合多數學生的認知水平，要盡可能與學生的興趣愛好一致，貼近學生現實生活，讓學生能自然融入任務中去。同時，要開展任務后反思，教師要引導留學生對任務的意義及其使用語言形式進行反思，總結經驗，改進不足，對使用不當的語言形式應該重點學習和鞏固，這樣，有助于師生在設計和執行下一次任務時參考和借鑒。

總之，在對外漢語教學中，運用任務型語言教學法是一條有利于培養在華留學生學習漢語和運用漢語的有效途徑，能夠為留學生最終熟練掌握和使用漢語提供有效的保障。語言習得者對任務型語言教學也會由陌生，到熟悉，到認可，繼而積極參與，勢必會取得一定的成效。在教學的過程中，教師要正確理解任務型語言教學的特點，結合具體的教學條件和不同學生的特點，揚長避短，形成有本地特色、有個性特色的語言教學途徑。

參考文獻：

[1]龔亞夫，羅少茜.任務型語言教學[m].北京：人民教育出版社，2003.[2]林海嬰.任務型語言教學法及其在培養學生口語能力中的應用[j].高教論壇，2003（2）.[3]程可拉.任務型外語教學[m].廣州：廣東高等教育出版社，2006.[4]賈志高.有關任務型教學法的幾個核心問題的探討[j].課程·教材·教法，2005（1）.[5]楊桂琴.論“任務型”教學法產生的理論背景及其顯示意義[j].甘肅高師學報，2006（4）.作者簡介：

居珈璇，女，湖北武穴人，黃岡職業技術學院講師，研究方向為對外漢語及英美文學。

第三篇：任務型教學法論文

任務型教學法在小學英語教學中的實踐與應用研究

王艷艷

引言：

任務型教學（Task-Based Approach）是20世紀80年代外語教學研究者經過大量研究和實踐提出的一個具有重要影響的語言教學模式。該模式以任務為中心，是20年來交際教學思想的一種發展形態，它把語言運用的基本理念轉化為具有實踐意義的課堂教學方式。任務型教學法產生于國外，始于1979年，N.S.Prabhu在印度高科技區進行了一項強交際法的實驗（Bangalore Project）提出了許多任務類型，并把學習內容設計成各種交際任務，讓學生通過完成任務進行學習。Prabhu的這項實驗可以看作是把任務作為課堂設計的單元的第一次嘗試，并引起了語言教學界的關注。任務型教學法以具體的任務為學習動力或動機，以完成任務的過程為學習的過程，以展示任務成果的方式（而不僅僅是以測試的分數）來體現教學的成就。在教學過程中，教師圍繞特定的交際目的和語言項目，設計出可操作性強的、任務化的教學活動，運用學習任務組織教學，強化了語言實際應用的過程，充分體現了語言的交際本質；學生通過多種語言活動完成任務，達到學習語言和掌握語言的目的。近年來，國際上廣泛采用任務型教學途徑。我國的《英語課程標準》以學生 “能做某事”的描述方式設定各級目標要求。要求學生在教師的指導下，通過“任務型”學習活動發展他們的“綜合語言運用能力”。它要求教師應該避免單純傳授語言知識的教學方法，盡量采用“任務型”的教學途徑。教師應依據課程的總體目標并結合教學內容，創造性地設計貼近學生實際的教學活動，吸引和組織他們積極參與。學生通過思考、調查、討論、交流和合作等方式，學習和使用英語，完成學習任務。這說明任務型教學途徑是我國外語教育教學改革的一個走向。同時，現采用的人教版PEP小學英語教材，從內容的選擇，層次的遞進,課程的設置等各方面都很適合任務型教學的實施。為此,我們在課堂進行了任務型教學模式的研究,旨在構建小學英語任務型教學模式的課堂結構和提供一套相應的操作措施。

一、任務型教學法在小學英語教學中的操作措施

任務型教學模式結合小學生的特征，有效整合人教版PEP小學英語教材，并且“以學生為主體，以任務為載體，以話題為主線，以培養學生的綜合語言能力為目的”的教學理念，初步構建了小學英語任務型教學模式，并將其操作步驟規范如下：

1、Leading-in（熱身運動，引起學生的興趣）

2、Pre-task（呈現完成任務需要的知識，介紹任務的要求和實施任務的步驟）

3、While-task（設計數個微型任務，構成任務鏈，學生一個人或小組形式完成各項任務）

4、Post-task（以展示、表演等形式出示結果）

5、Check（自我評價、小組互評、教師總評價）

6、Homework（做與任務有關的作業或為下節課做準備的作業）

英語教學法的過程實際上是把教材內容活化為學生交際行為的過程。這就需要教師結教材進行活化處理，把文字形式化為聲情并茂的語言活動。因此，教師精心設計教學任務非常重要。教師必須深入分析教材，把握各個單元的語言功能話題在真實生活中的運用情景，根據教學內容、教學條件以及師生狀況，設計出符合真實生活的任務型教學活動。

其次，認真設計教學過程。在課堂教學的開始階段教師就應把設計好的任務以不同的方式呈現給學生。如，教師可以運用實物、圖片或形體語言，配合錄音、錄像、幻燈以及多媒體課件等視聽手段進行該任務的整體輸入，讓學生在感知語言信息的同時自然地受到任務的驅動，這有利于提高學生的學習興趣和強化學生的學習動機。由于學生的語言知識和語言技能與完成任務之間存在著差距，他們需要通過學習來獲得完成教學任務的知識教學的技能。這個學習的過程就是完成教學任務的知識教學和技能訓練的過程。教師在這一教學過程的備課階段，要抓住小學生好活動、善模仿和記憶力強的特點，組織好與完成任務密切相關的、生動活潑的課堂教學活動（例如，聽、說、唱、寫、畫、賽、游戲、表演等），使學生主動、愉快地參與學習，自然、輕松地學習和掌握完成任務所需的語言知識和技能。這些圍繞完成任務所需的語言知識而進行的聽、說、讀、寫的基礎訓練為隨后的學生分小組完成數個微型任務打下基礎。在完成上述教學活動之后，教師可把教學進程自然過渡到完成任務上來。在此階段，教師要根據學生的實際情況設計各種任務，并引導學生創造地完成。

同時，教師可以在學生完成任務的過程中和任務完成后，通過考察和交流，對學生的書面作業、口頭問答、課堂展示、學習態度、參與程度和合作精神等作出過程性評價。這種評價可使學生在學習過程中不斷得到激勵，產生自信心和成就感，并轉化為繼續進步的動力。而在布置家庭作業時，教師應擬出一至兩個與教學內容和話題任務相關的話題，讓學生在下一節課以小組為單位進行匯報或表演。小學階段我們所設計的課外作業有：制作姓名卡片和地址簿，用英語給朋友或老師打電話，學唱英語歌曲，講英語幽默故事，自制寫有英文祝辭的圣誕卡或新年賀卡，模仿課文或對話并錄音，用英語寫配圖短文，給筆友發E-mail,設計英語晚會，用英語收集自己、朋友和家人喜歡的食物、飲料、水果、蔬菜、服裝等，查尋各國主要城市及首都名稱用英語做簡單介紹等。

二、采用任務型教學法設計課堂教學應注意的幾點

筆者認為，“任務型”教學活動中所設置的活動要有明確的目的性和可操作活動應以學生的生活經驗和興趣為出發點，設計出讓小學生樂于參加的游戲、猜謎、小制作的小品表演等活動，使學生在學中玩，玩中學，緊緊地抓住他們的好奇心理，吸引他們的注意力，參與到活動中來，比如：學習第五冊Unit 3時讓學生為自己喜歡的食品制一份廣告的活動，能大大調動學生的學習積極性，激發他們的興趣，當他們能順利完成任務感受成功的時候，就會樹立起自信心，把興趣化成動機，豪情滿懷地參加到學習中來，在學習過程中遇到的困難也能克服。

其次，任務的設計要難度適當，給予學生成功的機會。教師設計活動時，必須根據教學內容設計適合學生水平的任務，要讓學生有事可做、有話可說，并讓學生感受到“我能做我會做”。即使是預先設計好的任務，也應根據形式掌握的情況隨時進行調整。對于低、中、高不同年級的學生，教師更要把握好任務的形式、內容和難度。比如：同樣的話題“food”要求低年級的學生能進行簡單的交流，相互了解對方所喜歡的食物；要求中高年級的學生能說出喜歡某種食物的原因,并能設計出一日三餐的營養食譜。

任務型教學采取合作學習，注意組內的合理分工 任務型教學中所設計的任務大部分依靠小組活動來完成，小組的作用不僅體現在課堂上，它還可以延伸到課外，取得良好的效果。小組是一個密不可分的整體，是親密的合作伙伴。采用合作學習的方式有利于學生共同提高。同時要確保每個學生都有事可做，這點非常重要。因此，學生在組內要有明確的分工。每組的組長要協助教師組織和監督任務的執行情況。教師的任務是：規定任務準備與完成的日期、任務內容、展示要求和注意事項。

《新標準》所倡導的任務型教學將成為發展學生語言能力和綜合素質的重要途徑。當然，這一教學模式還有好些問題有待于解決，比如任務的選擇并有進行需求分析，任務的等級評定也是任意的，并且任何形式中心的活動在語言教學中都受到排斥，學生以對子或小組的形式來完成任務，教師在其間不直接指導都有待進一步探討和研究。

任務型教學法是語言教學的有效途徑，同時它是一種新型的教學方式，因此需要在教學中大膽實踐，積極探索，使任務型教學模式能夠在提高學生的英語實際運用能力上發揮出最大的效應。

第四篇：任務型教學論文

摘 要：在英語教學的過程中，任務型教學法具有重要的作用，它能夠使得學生學習興趣得到提高，同時培養學生學習的技巧和方法，使其更好的應用到學習過程中去。任務型教學法是一種新型的教育理念，在教學過程中，其要求教師應積極發揮主導作用，精心設計課堂，實現語言情節的生動活潑，從而為學生的積極主動參與創造有利條件，讓學生能夠談論喜歡的內容，認真完成任務，激發起學習的動力。

關鍵詞：任務型教學法；英語教學；應用分析 在英語教學的過程中，任務型教學法不但可以使得學生在英語學習方面的興趣提高，而且能夠引導學生掌握學習方法和技巧，以更好應用到日后的英語學習中去。它既能夠為給學生創造良好的學習環境，又能使其綜合能力得到有效提高。同時，還可以對學生在生活中解決和分析問題能力加以培養。筆者在此對英語教學過程中的任務型教學法進行分析，以期能夠發揮其在英語教學中的積極作用[1]。

任務型教學法是在上世紀80年代提出的，90年代后其在理論上獲得了不斷的進步和成熟，這是強調學生創新能力和應用能力培養的新型教學法，順應了英語教學的發展方向。所以，當前在英語教學的過程中積極開展任務教學法，對于學生英語運用能力的培養和英語教學改革的實現具有重要的意義。

一、任務型教學的含義

所謂任務型教學，即task—basedlanguageteaching，主要是指將任務作為核心進行語言組織、單位計劃的教學方式。其中“任務”就是人們在每天生活和工作中所不斷進行的各項活動。然而，在外語教學的過程中，尤其是任務型的教學中，“任務”主要是指將真實世界作為參照，通過形式語言來進行一系列的活動。因為在任務型學習過程中，“任務”和真實生活中任務存在很多一樣的地方。《語言學習認知法》對坎德林、朗、紐南的觀點加以綜述，總結了“任務”應具有的五個特征：（1）最重要的就是意義；(2)需要對某個交際問題進行有效解決；(3)在真實世界中存在著類似活動；(4)首先要進行的考慮就是任務的完成；(5)結合任務結果來對任務執行情況加以評價。任務型教學所強調的是，學生應在真實的任務驅動下，在對任務進行探究以及解決的過程中，進行自主協作，從而在會話和討論的過程中進行學習活動[2]。

二、任務型教學法的基本設置原則和理論框架

1．設置任務應遵循的三項重要原則

三項重要原則主要為：真實性的原則、形式和功能的原則；任務依賴性的原則。其中真實性的原則主要是指應確保學習者所處理以及接觸的語言材料都是真實可靠的。這些材料應為那些會在目的語境中見到書面語或者口語，而非某個教授為語言而特意編撰的。

而形式和功能的原則主要是指所在任務的設置過程中應使學習者采用演繹或歸納的方法來對不同語言的形式和功能目的加以有效解釋。

任務依賴性的原則和教學程序有著密切關系，其主要是指在教學過程中各種任務的排列次序。這條原則還包涵另一個意思，那就是任務應從接收開始向生產進行依次排列，即讀和聽的任務應放在說與寫之前，以及復制性的任務應放在創造性任務的以前。所謂復制性任務主要是指學生在老師所提供的語言材料中進行語言的再現，而創造性的任務則主要是指學生使用以前沒有見過或者沒有被提示過的語言來認真完成任務[3]。

2．任務教學法的理論框架

威利斯曾提出任務型教學的主要實施框架。其主要內容包括：前期任務(Pre—taskstage)，主要是對主題以及任務加以介紹；任務的主要環節(Taskcycle)，主要是對計劃、任務、報告進行有關介紹；語言的焦點(Languagefocus)，其主要是進行練習和分析[4]。在前期的任務中存在兩方面的基本功能：主要是對學習者所選話題進行介紹，并激發學習者對于此話題的學習興趣，從而認真準備相關的短語、詞匯、句子，保證任務的有效完成。在這個過程中，還有一個附加的功能那就是使學生能夠在執行任務的過程中進行流利的交流。在任務的主要環節中，主要任務進行籌劃和匯報。在這個過程中，學生應以配對以及小組的形式來對他們的語言資源加以運用，以此來實現任務目標。為了防止出現在語言交流過程中使用不精確的現象，學生應與老師一起籌劃進行匯報，通過書面或者口頭的方式在全班進行公開展示。而語言的焦點則主要就是對語言進行聚焦的過程。在這個過程中，需要分析和鑒別在任務完成過程中所自然使用到的語言。這些語言的分析能夠是關于句法、功能、構詞、詞匯、意義以及語用的基本范疇和語音特征。在進行一定的分析以后就是進行短語、詞匯、句子的操作了。

三、在英語教學中任務型教學的主要特點

在（Designing Tasks for the Communicative Cla．ssroom)一書中David Numan就明確表示，任務就是指“做事”，為了保證任務的完成，學習者用將“意義”作為目的，調動各種非語言以及語言資源來進行意義的共建，從而達到某種交際問題得以解決的目的。在進入到21世紀以后，這種用語言來做事的教學方式也漸漸滲透到我國的英語教學過程中，在英語教學中任務型教學的主要特點為以下幾個方面：

1.信息溝通更加突出

信息的共享和溝通是人類普遍存在的心理需求。一旦不能滿足這種需要，人就會去重新的追求和尋覓。而任務型教學法正是對學生這種心理需求的有效運用，通過有意識地對信息差的任務方式進行創造來使得學生學習積極性和興趣得到調動，更好的投入到語言交際過程中。在這種氛圍中，學生會帶著一定的渴求來傳遞信息和獲得信息，從而更好的運用語言，強調信息溝通，語言表達的重要性，而不是過多強調語言形式。

2.體現交際活動的真實性

在英語教學過程中一個重要目標就是使得學生真實交際能力得到培養，在當前的英語教學過程中，很多把功能作為基礎的教學活動還沒有真正做到源自真實生活，而最多只能叫做準交際。要想在真實生活中提高學生運用語言的能力，就必須在教學活動中讓學生能夠積極參與以及完成真實的任務。任務型教學法在設計以及實踐上都是將學生的實際生活經驗和知識水平作為基礎的，其強調通過課堂教學法來讓學生使用英語完成真實的學習、生活和工作，從而使得學生在運用英語方面的能力得到有效提升[5]。

3.充分發揮學生主體作用

在任務型教學法中，并不是將某一個語言形式當作訓練的主要目標，而是將一個個任務來當作引子，通過學生各項任務的完成而進行大量的、多形式的語言實踐，從而使得語言的綜合運用能力得到提升。任務的完成需要學生充分發揮其主觀能動性，進行主動的思考，用所學到的知識來對新問題、新情況加以解決，再通過同學間、師生間信息交流，讓學生在語言運用方面的能力得到有效提升。所以，在任務的完成過程中也應充分發揮學生的主體地位，以此來切實提高學生的語言運用能力和水平。

4.積極進行語言實踐

英語是一種語言，是進行交際的工具，所以其具有一定的實踐性。學生對語言進行學習的主要目的就是交際，而獲得這種交際能力應有大量的、足夠的語言實踐。任務型教學法所強調的就是在交際活動中對語言進行使用的結果，而非單純進行語言知識的學習和語言技能的訓練。在任務型教學法中，因為許多任務都是由group work、pair work來完成的。所以這樣會給學生留下更多活動時間，從而大大增加學生在語言實踐方面的活動總量。所以，任務型教學法的一個重要特征就是為學生提供一系列實踐機會。

四、任務型教學法在英語教學中的應用

1．任務的設置

第一，在設置任務時確保目的明確，并具有一定的可操作性，也就是說在對任務進行設置時應要有明確主題。所有任務都必須和這個主題保持聯系，這樣才能使得學生集中注意力，圍繞主題進行多方面拓展、多層次探討的開展。如，在What time do you usually get up?的單元能夠進行Survey任務的設計，讓學生通過對父母朋友作息時間進行調查，來在課堂上展開積極的交流。

第二，任務的設置應考慮學生的興趣和生活經驗，應盡量保證方式和內容的真實性。在對體育運動、游戲等詞匯進行學習以后，教師應引導學生寫出自己感興趣和不感興趣的活動，然后兩人一組，來對課外活動項目看法加以討論，最后對全班學生所喜歡的課外活動加以統計。此外，還可以引導學生圍繞which activity is the best ofall and why的辯題展開討論。

第三，設置的任務應能夠保證學生處理、使用和獲取有效的信息，方便其用英語和他人進行交流，培養起用英語來對實際問題加以解決的能力。如針對“怎樣安全逃離火災現場”的任務，學生可以根據一般常識和課文中所學到的知識來找出相關的措施。通過這項任務的完成，學生可以清楚地明白在發生火災時可以做什么，不可以做什么，怎樣才可以安全逃離出現場。

2．任務的完成

在任務的完成過程中，首先應引導學生進行一定能力和知識的儲備，以為任務的完成打下基礎。教師在教學任務進行設計以后，在課堂教學的開始就應將任務告訴學生。學生要想圓滿完成老師的任務，就應該進行一系列的查閱、閱讀、分析等，以此來完成任務。這個對教學內容進行學習的過程就是技能訓練和知識教學的過程。其次，在任務的實施過程中需要學生和教師采取準備措施，比如對足夠信息資源的收集。實施任務的一個重要目的就是為學生提供交流信息、獲取信息、應用信息、處理信息的過程。在這個過程中，教師作為活動的引導者、組織者，也可以參與到活動之中，引導學生積極參與到Pairwork或Groupwork等小組方式中去，以確保任務的共同完成。

3．任務完成結果的展示以及評價

通過任務型學習活動能夠使學生有一種完成任務后的自豪感和成就感。為了能夠實現這種目的，在任務完成以后應進行一定的評價和展示。通過相互之間的交流，學生能夠對各自完成任務情況進行進一步分析，教師以及學生進行相關點評，確保學生吸取到好的做法和經驗，對自己的實踐過程和思維模式加以修正、完善。同時，也可以通過學生對自己作品的價值和質量進行判斷的方式，學會判斷和反思自己的努力和進步。

五、結語

伴隨著不斷提高的素質教育要求，任務型教學在英語教學中獲得了廣泛的運用。其要求教師通過自己角色的轉換，將學生作為主體來對教學活動加以設計，充分實現學生的主體作用。隨著不斷深化的任務，學生在運用語言方面的能力也會得到不斷提高。而隨著附近不同的環境，學生可以結合客觀需要以及自身所掌握的知識來對新知識加以構建。當然任務型教學只是形式多樣的教學方法中的一種，在實際的英語教學過程中，教師應結合不同的客觀需來對正確的教學法加以選擇，實現英語課堂教學的不斷優化[6]。

第五篇：任務型教學法 論文

浙江外國語學院本科畢業設計(論文)正文

目錄

Abstract...................................................................................................................................i 摘要.......................................................................................................................................ii 1.Introduction.......................................................................................................................1 2.Literature review................................................................................................................2 2.1 Definition of a task......................................................................................................2 2.2 Task-based language teaching in reading ……………………………………………3

3.Application of task-based language teaching in reading.................................................5 3.1 Pre-reading stage..........................................................................................................7 3.2 While-reading stage.....................................................................................................7 3.3 Post-reading stage........................................................................................................9 4.Evaluation..........................................................................................................................9 5.Conclusion.......................................................................................................................12 Works Cited.........................................................................................................................13

On application of Task-based Language Teaching in English Reading in Junior High Schools

Wu Xiangzhen

Abstract: The teaching of reading in junior high schools is a crucial part of teaching English.The New English Curriculum, which advocates the method of task-based language teaching, has been carried out throughout China for many years.It emphasizes learning by doing and aims at providing opportunities for the learners to experiment with both spoken and written language through learning activities.The paper first analyzes some difficulties in teaching reading.Then it proposes the model of task-based language in teaching reading in order to overcome these difficulties.The third part explores its application at three stages: pre-reading, while-reading and post-reading.Finally it evaluates the effectiveness of the task-based language teaching.Key words: task-based language teaching;junior high schools;English reading

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任務型教學法在中學英語閱讀課中的應用

摘要: 初中英語閱讀教學是英語教學中一個非常重要的部分。《英語課程標準》已經在中國普遍實施，并且它提倡任務型教學模式。任務型教學法提倡在做中學,并且通過活動旨在給學習者提供口語和書面語練習的機會。本文首先介紹了造成英語閱讀教學的一些困難。然后提出了任務型教學英語閱讀的教學模式為了克服這些困難。第三部分探討了它在三個階段的實施：閱讀前、閱讀中和閱讀后。最后評價了任務型教學法的有效性。

關鍵詞：任務型教學法；中學；英語閱讀

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On application of Task-based Language Teaching in English Reading in Junior High Schools

1.Introduction

When I worked as an intern in a junior high school, many students have low reading levels and limited skills.There are some difficulties in reading.The main difficulty is their limited English vocabulary.Some students lack English vocabulary, so they cannot understand the connotation of reading materials.However, if we want to understand the reading materials, we must have sufficient vocabulary.In other words, sufficient vocabulary can help us have a good comprehension of reading materials.But the junior high schools’ students have limited English vocabulary, which affect the comprehension of reading materials.What’s more, students don’t know how to build up their vocabulary.Another problem is students’ bad English reading habit.The junior high schools’ students don’t have a good habit of reading English.First, students have a small amount of English reading.Students only read the text-books and do exercises, then they don’t read other English materials.Second, most students have no interest in reading English materials.Third, most students read the passage word by word, and they don’t understand the meaning of the passage as a whole.They rely on teacher’s translation and explanation.In addition, many students have poor English reading skills.Most students have not mastered basic English reading comprehension skill.First, when students do some reading comprehension, they frequently read the article first, and then read the title and the last part of the passage to find out the answer.This is not only a waste of time, but also there is no effect to read in this way.Second, a large number of students don’t pay enough attention to the topic sentence.They read the article word by word and cannot logically understand the passage.So teachers should develop students’ reading skill gradually because it is remarkably crucial for students to improve reading ability.According to the reading problems in junior high schools’ students, we can see the present situation of reading teaching in English clearly.In such a situation, is task-based language teaching effective in improving students’ reading ability? This is the issue the

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paper is intended to explore.2.Literature review 2.1 Definition of a task

Before we want to know task-based language teaching, we should first know what the meaning of a task is.Many people have given a definition to a task.A variety of definitions of a task can be found as follows: According to Long, a task refers to the all kinds of things people do in their daily life, at work and at entertainment.A task is that when you ask some other people what things they do and they will tell those things to you.But they are not the applied linguists.(Chen Yajie 3)

In Crookes’s opinion a task is that the work is along with a purpose, and it is accomplished as a part of a course or work, or it is used to obtain the research data.Breen gave a definition to a task, any kind of language behavior that has been organized carefully, it has specific goals, appropriate content, specific teaching process and a variety of different results.So a task is considered as a series of work plan, whose overall goal is to promote the language learning, whether the practice is simple or the activity is complicated, such as solving the problem, make a decision through the group work.(Chen Yajie 6)

According to Bygate et.al., a task is a kind of activity that is influenced by the teaching in short or long term, it needs the learners to pay attention to the meaning of the language and use the language to achieve the goal.(Chen Yajie 6)

Willis thinks the task of language activities the learners use, they are not only to communicate objections, but also to achieve a goal.(Chen Yajie 6)

Prabhu thinks “[A task is] an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process.”(Prahbu 24).Nunnan thinks “a task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form.The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end.”

(Nunnan

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8).Skehan thinks “a task is an activity in which 1)meaning is primary 2)learners are not given other people’s meaning to regurgitate 3)there is some sort of relationship to comparable real-world activities 4)task completion has some priority 5)the assessment of the task is terms of outcome.”(Skehan 9).Ellis thinks a kind of work plan requires learners to deal with the language when they are using the language in real life in order to achieve an outcome, and the evaluation of the results can see whether it conveys the correct or appropriate propositional content.So, it needs learners to focus on the meaning of the language firstly and take advantage of their knowledge of the language, although the design of the task may lead them to choose a specific language form in advance.A task aims at using the language and this using may direct or indirect relate to the language use in real world.Like other language activities, a task can involve output and receptive skills, oral and written communication skills, as well as a variety of cognitive process.(Edwards & Wllis 18)

All the experts mentioned above had given their own definitions to a task on different aspects.For example, Breen sees a task as a work-plan, which have the overall purposes of facilitating language learning from the simple and brief exercise type.However, Skehan described the five key characteristics of a task.In my opinion, I think a task is that the teacher puts forward some requirements that you need to do some activities to accomplish by using some devices.A task is that people do some things in order to achieve some goals and the activities carried out by people become a necessity in the language using.2.2 Task-based language teaching in reading

Task-based language teaching is a kind of effective approach which was first started and radically established since 1980s.It is a development of Communicative Language Teaching.It is first put forward by Prabhus.Some experts had given other definitions of task-based language teaching.Nunan thought task-based language teaching is an approach to the design of language course in which the point of departure is not an ordered list of linguistic items, but a collection of tasks.(Nunan19-38)Jane Willis thinks task-based language teaching is an approach to language teaching which makes use of authentic materials in communicative tasks.These pedagogical tasks

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reflect real-world tasks that the learners in a given situation would complete as a part of their daily life.Pedagogical tasks act as building blocks to an ultimate objective.Thus, TBLT relies both on the learner’s ability to learn analytically and on the teacher’s flexibility and creativity are demanded as he/she diagnoses the outcomes of each task and creates new materials in response to newly revealed learner needs.TBLT is a complex approach to language teaching, but in its complexity it responds to both current SLA theory as well as the practical needs of the classroom.(Willis72-75)

The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.(Hong Kong’s English Syllabus)

According to those definitions of task-based language teaching, a lot of scholars tend to put it into teaching reading in Junior English.In order to use it effectively, people do some many researches from abroad and at home.In other countries, Prabhu gave a definition to a task in his book Second Language Pedagogy.He carried out the famous Bangalore Communicational Teaching Project in India for around five years.He put forward a lot of task types, and designed the content into a variety of communicative tasks learning to let students learn by completing tasks.Prabhu’s Bangalore Communicational Teaching Project is a milestone in Second Language teaching and he has laid a solid basis for the further development of task-based language teaching.(Prabhu53-56)

Jane Willis and Peter Skehan put forward a model for achieving the concerned about the balance the communication on one hand, and form a general on the other hand.The framework of the model is pre-task, during-task and post-task.Willis emphasized a methodology for using tasks to combine naturalness of communication with opportunities to focus on form.Skehan made a similar attempt to show how balance between form and meaning can be achieved.In addition, he tried to link the methodology to the information-processing framework more explicitly.They put tasks at the center of Second Language teaching and learning, which gives opportunities to learn well.What’s more, they gave a clear, practical and ready-made framework for task-based teachers and researchers.This framework results from extensive trials of TBLT all over the world.Regarding the methodological procedures for implementing the task-based language teaching work-plan in class, Rod Ellis takes into two kinds of procedures: the lesson plan and participatory structure.The purpose of the task-based methodology is to give

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opportunities for language learning and skills development by means of building the cooperation knowledge.According to these researchers and other researchers’ study, it contributes to the development of task-based approach.They give the direction of task-based approach in English teaching and learning as a foreign language.And also, they give a clue for our country’s study in task-based approach.In China, the research of the task-based language teaching started in 1990s.Xia Jimei and Wu Xudong firstly introduced task-based language teaching to China.And many researchers tend to put it into English teaching, especially in teaching the reading of English.With the carry out of The English Curriculum Standard, the study has developed furthermore.Nonetheless, their study is still at the beginning of the stage.In recent years, many scholars and English teachers strive to put the task-based language teaching into reading teaching such as Lu Li, Lin Lixian, and Ma Yinghua.Lu Li made an experiment of one-year task-based language teaching in the middle school and found that experimental class made more progress in listening and writing than the control class.Ma Yinghua analyzed the characteristics of the task-based reading instruction and made an attempt on the combination of task-based language teaching model with the traditional material.In her point of view, the effective integration of the task-based language teaching model with the traditional language-focused reading model brings about the improvement of students’ language comprehension ability.Their research enlightens, inspires and supports the task-based language teaching in English reading instruction.But it is a pity that their studies are only restricted to theory research or a separate lesson design.The research both at home and abroad shows that we should make more efforts on studying task-based reading instruction and put task-based language teaching into English reading class so that we can improve students’ comprehension ability, the talent of using language and some other capabilities.So we should use task-based language teaching in English reading class.3.Application of task-based language teaching in reading

This part will demonstrate the procedures to carry out a task-based language teaching in English reading.５

All the traditional models of teaching reading cannot improve students’ language ability, so many experts attempt to find another effective way.They find the task-based language teaching is useful in teaching reading.So many teachers try to apply the model to teaching reading in English class.In this part, I would use the example that I used when I was a practice teacher in junior middle school.I would use the example to present the procedure of task-based language teaching in reading.The example is from the English textbook published by Foreign Language Teaching and Research Press.The lesson is Module 3, unit 2.The title is The Library is on the Left of the Playground.Before using the example, I will introduce some models of teaching reading in English.Firstly, the traditional model.Based on bottom-up model of reading, this model uses traditional Grammar-Translation Method to teach reading.It is teacher-centered model.During the learning process, the teacher acts as a dominator and the students are only like receptacles.The teacher talks from the beginning to the end through the whole class.The teacher explains the grammar rules, analyzes sentence structures, translates the passage sentence by sentence and explains the keywords and sentences to students.In this kind of class, students almost have no time to read, to think, to speak and to practice.They have no opportunities to express their own ideas to the whole class and the teacher.Students are totally ignored by the teacher and they have no chance to communicate with each other.As a result, the students lack the ability to communicate with each other and lack the comprehension competence, then they cannot use the English language well.But it also has some advantages.It improves the students’ writing ability as well as it enables the students to form a more solid knowledge of grammar.In this model, I will introduce some grammar to the students and when the students cannot understand my instructions or some explanations, I will use the mother tongue to explain the instructions, Secondly, Question-and-answer model.In order to change the traditional model in English teaching and improve the students’ ability to use language, then teachers adopt the ask-and-answer model to replace of the traditional model.I will ask some questions to let the students answer.Through the process of question-and-answer, the students improve the ability of expressing themselves.What’s more, the Presentation, Practice and Production model.Almost all the teachers are familiar with the Presentation, Practice and Production(PPP)model of teaching.A PPP lesson would be started by the teacher introducing a new language item

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in context followed by some controlled practices, such as repetition, read the passage or dialogue and so on.Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview and so on.After the students accomplishing the tasks, I will let the students present their achievements.Meanwhile, I will ask them to practice the language points they have learned in the class.I combine these traditional models with the task-based language teaching model.Then it improves the efficiency of teaching.3.1 Pre-reading stage

In this stage, I introduce some knowledge that is necessary to achieve the tasks, and some other skills.And I put forward some tasks for the students to complete.(1)At the beginning of the class, I present some pictures to let students guess the words according to the pictures.Show the pictures to the students, and let them know the words and phrases: dinning hall, playground, school office, classroom building, sports hall, science building, the library and school gate.Let the students master the basic names of the building in school.(2)Practice to use those phrases and words that have been learned last class: behind, front, in front of, on the right, on the right of, on one’s right, on the left, on the left of, on one’s left and between…and….And the students can use the phrases and words to describe the pictures.(3)Show the picture that the textbook used, let the students open the book and read the title together, then ask the students to get some information from the title and the picture.(4)According to the title, The Library is on the Left of the Playground, instruct the students to predict: what will the passage talk about? 3.2 While-reading stage(1)Skimming.Require the students to read the passage quickly and to find out the new words and phrases that they think important.List some questions about the passage on the blackboard to let the students answer after they reading the passage.① How many buildings are there in our school according to the passage? ② What are the names of the building? ③ Is the playground in the middle of the school?

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(2)Scanning.Let the students read the passage again and understand the meaning of the passage.(3)Careful reading.Ask the students to read the passage carefully, and catch the key words.Firstly, the teacher should explain what the key words are to the students.Then let them read the passage carefully and concentrate on the key words.Secondly, ask some questions to let the students answer.④ What is on the left of the playground? ⑤ What things are there in the library? ⑥ Where are the school offices? ⑦ How many classrooms are there in the classroom buildings? ⑧ Where is the dinning hall? ⑨ Where is the sports hall? ⑩ Where is the science building? 11 Where are the science labs and computer rooms?(4)After the students answering the questions, I let them fill the blank on the blackboard.(4)Then read the passage again and check whether they have questions or not.８ Classroom building

playground

School gate In this stage, I also use the Question-and-Answer model.By using the methods of questioning, answering, facilitating and directing, the information is presented in a variety of ways rather than in one way, in other words, the teachers’ instruction is merely changed into the communication between the teacher and the students.Thus, the students have the chance to take part in classroom activities, and the teacher can understand part of the students’ ideas.What’s more, the teacher dominates the class all the time, which results in the fact that the students cannot take turns to express their ideas.According to this model, it strengthens the interaction between the teacher and the students.What’s more, when the students cannot understand the questions or some instructions, I would use the mother tongue to explain it.By using the traditional model, it can use the task-based language teaching better and can help the students accomplish the tasks more effectively.In this stage, students understand and master the passage according to the questions and tasks the teacher puts forward.Through the pair work or group work, students develop the spirit of cooperation and they can express their ideas bravely.According to the processes of accomplishing the tasks, students can understand the passage better.3.3 Post-reading stage(1)Require the students to present their answers to the classmates.(2)Then according to the form on the blackboard, let the students retell the passage.Before retelling the passage, the teacher should give some minutes to the students to prepare and encourage them not to be afraid of making mistakes.(3)After retelling the passage, let the students use the words and phrases they have learned to describe our school.In this stage, students present their achievements.In addition, they apply the knowledge they have learned to the real life.Then they will master the knowledge better and they will apply the knowledge into the real life.4.Evaluation

According to the example, we find the task-based language teaching have some features.Firstly, it must have a clear goal.Secondly, we should use the examples which are close to the students’ life and the students are interested in them.Thirdly, this is the process of the students to obtain, dispose and communicate information.Fourthly, in this

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model, the students must use the target language to do activities.What’s more, when the students use the language, they should pay attention to expressing meaning.At last, we must obtain a product from the activities.According to this example, there are a lot of advantages of the model of task-based language teaching.Firstly, task-based language teaching focuses on the real situation let students accomplish the goals to master the useful, meaningful language.It is a student-entered model, students have many opportunities to do things in class activities, which would help students improve their ability to use language and open up their thinking.In the example, the students have a number of activities to do.During the process of achieving the activities, they master the language points and know how to express their ideas and how to use the language.Secondly, in TBLT, there are many interactions between teachers and students, between students and students, it will provide an opportunity to develop students’ communicative skills and it can acquire various ideas of the topic from each other.In the example, according to the teacher asks the questions and the students answer the questions, the teacher understands the students’ ideas and the students can express their ideas bravely.Through the process, the students develop their communicative skills.Thirdly, in TBLT, students use group-work or pair-work, students will learn many things from others and feel at home in such an environment.Then they would like to study in this situation and build up their confidence.In the example, the students are fond of the model very much.They would like to express their ideas and they like to take part in the class activities.The atmosphere of the class is very good.And the teacher likes teaching in such an atmosphere.Fourthly, task-based language teaching presents the tasks at the beginning of the class, so the students would do the activities according to the tasks.So students would be interested in the class and arouse the students’ enthusiasm to study.It changes the students’ passive learning model.Fifthly, task-based language teaching has purpose, process and the comprehensive characteristics.According to deal with the problems in the process, the students develop their thinking and they learn to use different kinds of learning strategies to solve a variety of different kinds of problems.As for teachers, they may feel much happier in TBLT class than in traditional class because students like participating in the class and their performance are intensely active.１０

They show much interest in reading.In TBLT, students may present a lot of strange questions, so teachers should broaden the scope of their knowledge to help students solve these strange problems.It can improve teachers’ skills.We can see the model of the task-based language teaching has so many advantages, but there are also some limitations.Firstly, it takes much time and many tasks cannot be accomplished well.There are many tasks to achieve, but the class time is limited, so teachers can not finish all the tasks, which suggests that teachers should find a better way to finish all the tasks efficiently.When I have a class with this model, because there are many interactions between the teacher and the students, and there are many activities, I cannot finish the class in time.As a consequence, I cannot accomplish the tasks very well.Secondly, the teacher cannot make sure that every student can efficiently take part in the tasks.Some students are poor in English, so they do not participate in the activities in class or they are only to be audiences and listeners.Because the class is very big and there are fifty-two students, when I have a class, I cannot pay attention to each student.When they do the activities, some students are only to have a chat.Thirdly, because of group-work or pair-work, students should discuss different ideas with each other, sometimes the discipline in the class will be very poor.The teacher can not manage the class effectively.Due to the big class, sometimes the class is very noisy and I cannot keep them quiet.So it may influence the effectiveness of the teaching.What’s more, because of the examination-oriented education, almost all teachers give up this teaching model.In spite of these limitations, the model of task-based language teaching is an effective way to teach reading in junior middle school.When I use the task-based language teaching to teach a passage, I find the students are more likely to study and they want to take part in the activities.They are brave enough to express their ideas.The atmosphere of the class is active Not only the students can learn things from the teacher and other classmates, but also the teacher can learn things from the students.What’s more, through the model of task-based language teaching, I also develop my communicative skills.And I am better at managing the class.Also, I can deal with the relationships between the teacher and the students better.So we should advocate this model and apply this model to teaching English reading.１１

4.Conclusion The New English Curriculum requires teachers should use task-based language teaching in their classes.Reading plays an important role in teaching English.What’s more, to speak English clearly and make the pronunciation more standard is very important.At the same time, the ability of reading comprehension, creative thinking, solving problem and cooperative spirit has become the essential needs in today’s society, so teachers should use it to teach reading.The TBLT has many advantages, but it also has some limitations.So the teacher should continue to strengthen advantages and overcome limitations.In order to implement the task-based language teaching effectively in junior school English reading class, teachers need to further explore its implementation.But on the whole, the model of task-based language teaching is an effective and feasible approach to teaching reading in junior high school.１２

Works Cited

Edwards,Corony & Jane Wllis.《任務型英語教學法：課堂研究與實踐》，高等教育出版社，2009.[Edwards,Corony & Jane Wllis.Teachers Exploring Tasks in English Language Teaching, Higher Educational Press, 2009.] Harmer, Jeremy.How to Teach English, Cambridge University Press, 2004.Nunan, David.Task-based Language Teaching, Cambridge University Press, 2004.Prabhu N.S., Second Language Pedagogy, Oxford University Press, 2001.Skehan, Peter.Cognitive Approach to Language Learning, Shanghai: Shanghai Foreign

Language Educational Press, 2001.Willis, Jane.Framework for Task-based Learning, London: Longman, 1996.社，2011。

龔亞夫、羅少茜，《任務型語言教學》，人民教育出版社，2003。教育部，《義務教育英語課程標準》，北京師范大學出版社，2011。林新事，《英語課程與教學研究》，浙江大學出版社，2008。王薔，《英語教學法教程》，高等教育出版社，2006。

[Wang Qiang, A Course in English Language Teaching.Higher Educational Press, 2006.]

陳亞杰、薛枝、栗霞，《任務型語言教學：從理論到實踐》，外語教學與研究出版

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Acknowledgment

First of all, I would like to express my sincere acknowledgments to my supervisor Xu, for her detailed guidance, critical insights and great patience in the accomplishment of the thesis.Without her invaluable advice and help, the present thesis could not have come into being.Mrs.Xu always gives me precious, valuable and constructive suggestions.I am also grateful to my teachers for their enlightening courses during the undergraduate program and their great help at the thesis proposal stage.Finally my deep gratitude goes to my family and friends for supporting me with both understanding and encouragement throughout my thesis.１４