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1、太原理工大学 硕士学位论文 以任务语言教学法促进三本学生自主学习的实证研究 姓名：冶芳 申请学位级别：硕士 专业： 指导教师： 20090401 太原理工大学硕士研究生学位论文太原理工大学硕士研究生学位论文 iii 以任务语言教学法促进三本学生自主学习 的实证研究 摘 要 摘 要 任务教学法是一种以任务或活动组织语言教学的方法， 20 多年来， 这种方法受到许 多语言理论专家与外语教育工作者的推崇。2001 年 11 月，中华人民共和国教育部也颁 布了新的英语课程标准（实验稿） ，其中明确倡导任务教学法。中国已有许多对于任务 教学法的理论及实践研究，但运用任务教学法促进“三本”学生自主学习的实
2、证研究尚 不多见。 因此，本文作者在“三本”学生中进行了一项任务教学法的实证研究，旨在 通过学生完成任务的形式促进学生的合作， 鼓励学生参与到课堂中来, 促进他们形成积 极的学习态度, 并且教会学生以合作的形式发展他们的认知能力， 从而激发学生的学习 动机，培养他们自主学习的能力。 本文首先介绍了任务教学法和自主学习的理论基础和国内外的相关研究， 然后阐述 了任务教学法和自主学习的关系及国内外发展动态。接着，作者对任务的设计，模式和 实施过程做了论述，并针对“三本”学生的特点设计了教学任务。研究采用了定性分析 和定量分析相结合的方法。以定量研究的方法分析了实验班和对照班的英语水平，英语 学习动
3、机和自信心。 同时研究通过使用访谈的方式， 定性描述了学生在自主学习的能力、 态度和认知、元认知策略方面的变化情况以及对英语学习自信心、学习目标、师生关系 和合作学习等方面的变化情况。 此项实证研究采用新视野大学英语第四册作为教材，太原理工大学现代科技学 院二年级的两个自然班作为研究对象。定量研究表明，实验前，两个班处于同样的英语 水平。整个实验过程中实验班采用任务教学法，而对照班采用传统的教学法，经过一个 学期的实验， 发现实验班学生的英语水平有一定的提高， 但与对照班相比差异并不显著； 实验班学生内在学习动机显著增强，认知及元认知能力得以发展，自主学习能力也有显 著变化；除此之外，实验班学
4、生的英语学习自信心、合作意识和独立解决问题的能力有 所增强。研究结果表明任务教学法对激发“三本”学生学习动机，促进自主学习能力， 培养合作意识，增强自信心方面起到了一定的积极作用。但由于实验时间短，范围小等 太原理工大学硕士研究生学位论文太原理工大学硕士研究生学位论文 iv 局限，实验班在提高英语水平方面效果并不是非常显著。 关键词：关键词：三本学生,任务教学法，动机，自主学习，合作学习 太原理工大学硕士研究生学位论文太原理工大学硕士研究生学位论文 i AN EMPIRICAL STUDY ON PROMOTING LEARNING AUTONOMY OF STUDENTS IN INDEPE
5、NDENT COLLEGE THROUGH TASK-BASED LANGUAGE TEACHING ABSTRACT The importance of task-based language teaching has been emphasized by a lot of scholars since 1980s. In September, 2001, China has advocated task-based language teaching in English Curriculum Standards. There have already been many research
6、es on task-based language teaching, but there are seldom studies on cultivating learner autonomy through task-based language teaching in “third-batch” learners. Therefore, the thesis conducts an empirical study which aims at cultivating learners motivation, changing their learning beliefs and habits
7、, enhancing cognitive development and promoting their learning autonomy through task-based language teaching. The thesis first introduced the theoretical basis of the task-based teaching and autonomous learning and related research at home and abroad. Then it expounded the relationship between task-
8、based language teaching and domestic and overseas studies on them. Lastly, task-based language teaching models were implemented in the experimental class based on the characteristics of the “third-batch” students. This research combined quantitative and qualitative analysis. The author made a quanti
9、tative analysis of the effect of task-based language teaching on learners language proficiency, motivation and confidence and gave a qualitative description about learners autonomy, attitude, cognitive and metacognitive strategies and their confidence, learning goals, teacher and learner roles and c
10、ooperation. This thesis adopted New Horizontal English 4 as the teaching material and it took two natural classes of the sophomores in Modern Technology College of Taiyuan University of Technology as the subjects. The quantitative results show that the experimental class and the control class are at
11、 the same English level before the experiment. And during the teaching 太原理工大学硕士研究生学位论文太原理工大学硕士研究生学位论文 ii process, the traditional teaching approach was adopted in the control class while task-based language teaching approach was adopted in the experimental class. After a semester, the author found t
12、hat learners in the experimental class had improved their English proficiency, but there was no significant difference compared with the control class. And learners intrinsic motivation was promoted, their cognitive and metacognitive strategies were developed and learner autonomy was promoted in the
13、 experimental class. In addition, learners confidence, cooperative learning and ability to solve the problems independently were strengthened in the experimental class. The result reveals that task-based language teaching has some positive effects on cultivating “third-batch” learners intrinsic moti
14、vation, promoting their learner autonomy, raising the awareness of cooperation and strengthening confidence. However, because of the limitations in the range of subjects and time span, task-based language teaching doesnt improve learners English language proficiency greatly. KEY WORDS: students in i
15、ndependent school, task-based language teaching, motivation, autonomous learning, cooperative learning 太原理工大学硕士研究生学位论文太原理工大学硕士研究生学位论文 1 Chapter One Introduction 1.1 Research Background Learners view the teacher as the source of knowledge and the authority of education. They think this is a quick way
16、 to obtain knowledge and rely on them all the time. The teacher just fed them with facts and rules to cope with the examinations. These kinds of learners are described as the passive learners. Gradually, it will lead to the learners dependence on the teacher, and their motivation of learning is just to pass the exams. They are judged only by the scores, which has some negative effects on learners. How to cultivate learners independence and motivation? How to change their go
