【作者】 刘婷；

【导师】 杨武琴；

【作者基本信息】 河北师范大学 ， 学科教育， 2012， 硕士

【摘要】 随着中国改革开放和经济全球化的不断深入，中国与外国的交往越来越频繁，英语显得尤为重要。中国人与外国人接触的机会越来越多了，社会对英语口语的要求也越来越高了。然而当前的英语口语教学现状不令人满意，虽然很多初中生能够较好的掌握语法，但他们的交际能力很差，多数学生的英语口语并不如人意，“哑巴英语”现象在初中学生当中极为普遍。新课程标准强调要在加强英语语言基础知识和基础技能训练的同时，重视培养学生实际使用英语交际的能力。这就是说，初中英语要突出学生口头交际能力。但初中生的英语口语水平不容乐观。他们英语口语水平不高，对英语口语缺乏兴趣和信心。传统的课堂教学方式一直不能使学生喜欢开口说英语并提高其英语实际应用能力。因此，提高初中学生的英语口语能力不仅重要而且迫在眉睫，寻求有实践操作意义和有价值的教学方法刻不容缓。任务型教学法是20世纪80年代兴起的一种强调“做中学”的语言教学方法，把语言运用的基本理念转化为具体实践意义的课堂教学方式，是近20多年来交际教学思想的一种发展形态。目前，国内大部分任务型教学研究侧重于该教学模式在中小学和大学教学中的应用。本文作者试图将任务型教学法应用到初中英语课堂，检验任务型教学法能否有效提高初中学生的英语学习兴趣和英语口语水平。本文以语言习得理论、建构主义理论和社会交往理论作为研究的理论基础，采用Willis的任务型教学模式研究任务型教学法在初中英语口语教学中的作用。本文的研究对象是河北省唐山市第九中学八年级两个不同班级的学生。八年级（1）班为实验班，采用任务型教学法；八年级（9）班为控制班，采用传统教学模式。调查工具是两份调查问卷、两份口语测试卷以及访谈。本研究的方法和程序为：实验前，作者先对两个班级进行了问卷调查和口语测试，主要调查学生对英语学习的态度、兴趣、自信心以及学生的口语水平。结果表明，两个班在这两个方面没有明显差异。针对学生在英语口语中存在的问题，作者在实验班实施任务型教学时，有针对性的开展教学。首先介绍背景知识，明确教学任务，然后把不同的任务分配给不同的学习小组，小组讨论并形成报告，最后，分析语言焦点并进行操练。试验后，对学生进行第二次问卷调查和口语测试，以及学生访谈，结果显示任务型教学法对学生英语口语有积极的影响，优于传统教学模式。所有数据借助SPSS13.0软件进行分析处理。作者通过研究达到了预期的目标，取得了以下结论：1.任务型教学法能够提高学生的英语口语学习兴趣，能够激发学生的自信心，能够让学生构建积极的学习态度。2.任务型教学法大大激发了学生学习英语口语的动力，同时也提高了他们的英语口语水平和交际能力。3.任务型教学法极大的促进了英语口语课堂以教师为中心向以学生为中心的转变。虽然本研究在多方面取得了一定成果，但还存在一些缺点和不足，如研究时间较短，研究对象人数少、范围窄，这些可能会影响到数据分析的准确性，但是本研究对任务型教学法在初中英语口语课堂的应用以及研究结果进行了真实性描述。更多还原

【Abstract】 With the deepening of China’s reform and economic globalization,the exchanges between China and foreign countries become frequent;English plays an important role increasingly. The Chinese have more andmore opportunities to contact with foreigner. Social requirements for oralEnglish are also increasing. However, the current situation of Englishteaching is not satisfactory. Although many students can grasp grammarbetter, their interpersonal skills are poor. Most students’ oral English isnot satisfactory and “dumb English” really exists among the middleschool students. The New Curriculum Standards emphasize that Englishteachers should teach the basic English knowledge to the middle schoolstudents and train them essential skills. Meanwhile, teachers should paymore attention to fostering the students’ capability of practicalcommunication in English. That is, improving students’ oral English levelis one of the most important things in English teaching. However, themiddle school students’ oral English level is not optimistic. Their oralEnglish is not very good; they have a little interest and confidence in oralEnglish. To some extent, traditional teaching methods can not makestudents greatly love to speak English and improve their oral English.Therefore, it is urgent and important for us to improve the students’ oralEnglish by looking for a meaningful and valuable teaching method. Task-based approach becomes a popular word in English teachingcircle. This relatively new teaching methodology was evolved from CLT(Communicative Language Teaching) and has developed since1980s,which emphasizes “learning by doing” and offers students an opportunityto use language in the classroom. Nowadays, in China, many books andarticles pay attention to the adoption of this approach to the teaching inprimary and secondary school and universities. Under this circumstance,the author attempts to discover whether this approach can help arouse thestudents’ more interest in learning oral English than the traditional PPPapproach.This paper is based on language acquisition theory, constructivismtheory and social interaction theory as theoretical bases and takes Willis’TBA as model. It studies the application of TBA to Oral English teachingin a junior middle school. The subjects of this study are students in twodifferent classes in Grade Eight in No.9Middle School of Tangshan,Hebei Province. The author chooses Class1Grade8as the experimentalclass, using TBA, while Class9as the control class, adopting traditionalteaching method. The tools of this survey are two questionnaires, two oraltest papers and an interview. The method and procedure of this study is asfollows: The author first carried out questionnaire investigation and oralEnglish test on the two classes before the experiment. The major purposewas to learn the students’ attitude, interests, self-confidence and the level of oral English. The results showed that there was no significantdifference between the two classes. According to the problems existed inoral English, the author taught purposely when carrying out TBA. First,the author introduced the background, illustrated the teaching tasks, andthen allocated different tasks to different study groups, asked them todiscuss and make reports, and finally, analyzed the language focus andguided practice. After the experiment, the author carried out the secondquestionnaire, oral test and an interview, the results indicated that TBAhas a positive influence on students’ oral English, and TBA is superior tothe traditional teaching method. All data were analyzed with SPSS13.0software.The author achieved the anticipative goals through the study. And thefollowingsshow that:1. TBA can improve students’ oral English learning interest, arousestudent’sself-confidence, and build up positive attitude.2. TBA has greatly inspired students’ impetus in English learning,improved theirEnglish level and communication skills.3. TBA has made a great alteration in oral English class from theteacher-centered to the students-centered.This study has some shortcomings, such as shorter research time,fewer and narrow subjects, which may affect the accuracy of dataanalysis. But it is assumed that the study may provide a truthfuldescription of TBA in oral English in middle school.更多还原