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1、CWL/JL/JWC/ZY012-02毕业论文(设计)开题报告论 文 （ 设 计 ） 题 目 ： A_ 系（院）： 外国语学院 专 业： 英 语 专 业(师范方向) 年级(班）： 学 号： 姓 名： 指导教师： 刘 淑 2014 年 3 月 7 日重庆文理学院外国语学院本科毕业论文（设计）开题报告1.选题的目的和意义：Purpose:The aim of the study is to analyze the problems of designing Task-based Language Teaching (TBLT) activities in junior English teachi
2、ng and to carry out some suggestions to help teacher to design more specific and actionable activities .Its good for teacher to improve the quality of teaching. At the same time this paper helps students to stimulate their creativity and participation. Significance:TBLT is a further development of c
3、ommunicative language teaching and widely promoted in English language teaching nowadays. It shows that language should be learned as close as real life. And it changes the traditional teacher-centered teaching method into student-centered method. TBLT activities focus on improve the independent lea
4、rning ability and it adapts to the needs of the students personality development. Using TBLT activities can create relaxing teaching atmosphere for teachers and students. Teacher use TBLT activities can help them to finish their teaching goals efficiently. And its easy for them to observe whether st
5、udents grasp the target language. Teacher uses TBLT activities not only help students to improve their language proficiency but also raise social-emotional skills. That student participates in TBLT activities can improve their language skills effectively and motivate themselves to communicate with t
6、heir partner. Students can experience the joy of success. 2.国内外研究现状（文献综述）：Task-based Language Teaching has been studied for a long time as a hot topic by many scholars at home and abroad. As a further development of communicative language teaching, it allows teacher to focus on meaning as well as fo
7、rm. 1. Researches abroadResearches on TBLT began in the 1980s, soon after many scholars have studied them. Prabhu (1987) in his book Second Language Pedagogy stated that a task is an activity that requires learners to arrive at an outcome from given information through some process of thought, and w
8、hich allows teachers to control and regulate that process. Breen (1987) Language Learning Tasks said any structured language learning endeavor which has a particular objective, appropriate content.And task refer to a range of work plans which have the overall purpose.Willis (1996) A Framework for Ta
9、sk-based Learning carried out five principles of implement tasks. It provided guidance on the operational level for teachers to carry out the task-based teaching and learning activities in the classroom. Ellis (2003) Task-based Language Learning and Teaching said “A task is a work plan that requires
10、 learners to process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed.”2. Researches at homeWith more and more in-depth foreign studies of TBLT, domestic scholars have also started discu
11、ssion on it. Liao Xiaoqing (2001) in her article Theoretical and Practical of Task-based Language Teaching introduced the theoretical basis of task-based approach, the definition of the task, the structure of task and the teaching steps of task. Gong Yafu and Luo Shaoqian (2003) Task-based Language
12、Teaching elaborated principles and features of TBLT, the relationship between tasks and teaching objectives, the relationship between tasks and behavior assessment. He divided tasks into strong version and weak version. And Wang Qiang (2006) in his book A Cause in English Language Teaching carried o
13、ut five steps of design tasks, and he explained each step specifically. Among other scholars researches, Chen Suyu (2010) The Task Design in Secondary School English Task-based Teaching said one of the purposes of English teaching is to allow students to participate in classroom activities and to ma
14、ster basic language knowledge and skills. Her article emphasized that students should learn language in a real context, it not only can attract students interesting but also help students to open their minds and apply their knowledge to practice. 3. 研究的主要内容或拟解决的主要问题： This thesis will address four ba
15、sic procedures. Part one, introduces the conceptions of TBLT and lists its main components, and introduces the conceptions of task and contrasts task with exercise. This part is the theoretical part of the paper. Part two researches the main problems of TBLT activities design in junior English teach
16、ing and analyzes the causes in two aspects. Part three is how to design TBLT activities. This part mainly offers advices to the teachers, it helps teachers to improve their teaching ability and to design more specific and actionable activities.4. 选题研究作计划：From Sep. 2016 to Dec. 2016 Collecting references and
