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1、苏北初中任务型英语教学实施现状调查研究苏北初中任务型英语教学实施现状调查研究 A Survey of the Application of Task-Based Approach to English Teaching in Junior Schools in Northern Part of Jiangsu Province 学生姓名： 指导老师： 外国语学院，英语（师范）04070120*摘要：摘要：我国教育部 2001 年出台的英语课程标准 （实验稿）明确鼓励教师“采用任 务型的教学途径”。自新课标实施以来，各种各样的相关改革研究活动已遍布全国。 为了了解当前初中任务型教学(TBLT)在
2、初中英语教学中应用的实际情况, 本研究以盐城市 滨海县县城的四所中学共 60 名教师为研究对象,采用问卷、访谈和实地考察等方式进行调 查研究。本文将呈现调查结果，分析数据，找出原因，提出建议，旨在通过调查研究促进 苏北初中英语教学改革，提高该地区英语教学质量。 关键词：关键词：任务型教学法,初中,苏北,调查1 Introduction English, an international language, plays an ever-increasingly important role in the world. Considering the importance of second la
3、nguage teaching, many foreign language teaching researchers have been devoting themselves to the course of exploring more practical and efficient teaching methods. And among their research findings, Task-based Language Teaching (TBLT) is one, which now wins the worldwide fame. The new National Curri
4、culum Syllabus for English Language Teaching, published in 2001, advocates the use of Task-based Language Teaching (TBLT). However, some people argue that this teaching approach is not practical in China as it ignores the importance of grammar. The disparity demonstrates that problems exist in the a
5、pplication of TBLT. In order to find out the current implementation of TBLT, the author conducted this research.2 Literature review 2.1 Theory of language Language is a complex communicative system and its primary task is to convey meaning. According to socio-linguistics, functional linguistics and
6、other linguistic theories, language does not occur in a vacuum but is used in certain social and cultural environments. Apart from the literal meaning, language also expresses the interpersonal meaning. And TBLT attaches great importance to the authenticity of both form and content of teaching. 2.2
7、Theory of language learning The Interaction Theory advocates that through meaning negotiation, students interlanguage system can be fully used and developed. The core of the Sociocultural Theory is that interaction activities do not merely include meaning negotiation, but more importantly, students
8、can work together to construct meaning in these activities. The basic view of Cognitive theory is that students pay all their attention to language forms in traditional teaching while TBLT encourages them to properly distribute their attention to language comprehension, expression and other fields.
9、Constructivism holds the view that language is constructed by ones own rather than taught by others. 3 Methodology3.1 Participants This research lasted one week from March 27 to April 3, 2008. Four junior high schools in the country of Binhai were visited during the research. The participants were 6
10、0 English teachers from these 4 junior high schools. 3.2 Instruments The survey was conducted in three ways: questionnaire, interview and observation. 3.2.1 Questionnaire Eighteen questions are involved in the questionnaire, which can be classified into three parts. The first part is questions about
11、 the teachers attitudes, understanding and beliefs towards TBLT. The second part is questions about the design of teaching including teaching objectives, teaching content, teaching materials, teaching activities, teaching procedures and assessment. And the third part is questions about the effects o
12、f teaching. 3.2.2 Interview The aim of interview is to explore the teachers understanding, attitudes, beliefs, and thoughts towards TBLT and the difficulty that they meet in applying TBLT as well as the barriers that prevent the smooth implementation of TBLT. The interview was done by face-to-face t
13、alk. 3.3.3 Observation Observation in this research includes two parts: classroom observation and reading teaching plans. About eight lessons were observed and fifteen copies of teaching plan were read during the whole research. 3.3 Date collection and analysis Microsoft Office Excel was used in ana
14、lyzing the statistics. Interview was done by face-to- face talk. Notes were taken during interview and later were arranged and summarized. Necessary notes were made to record the teaching procedures and classroom activities.4 Results of the survey 4.1 Results of questionnaire The questionnaire inclu
15、des eighteen questions which can be divided into the following seven parts: understanding and applying of TBLT, teaching objective, teaching content and teaching materials, teaching activities and time allotment, assessment, teaching procedures and teaching effects. The data of each part is presente
16、d respectively in the tables and graphs. 4.2 Results of interview The results of interview have revealed that most teachers more or less know something about TBLT but very few completely understand it. Most of them frankly admit that they do not apply it in their classes and will not do so in the near future. According to them the biggest obstacle that prevents them from applying TBLT is the current assessment system whi
