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1、任务型教学法在英语阅读教学中的影响郭美燕(外国语学院 2013届3班 学号: 2009091306 指导教师：张玉姣 )摘 要:任务型教学模式在当今教育界已经成为一种趋势，而任务型阅读也逐渐引起人们的关注。本文旨在探讨任务型教学法在英语阅读教学中的影响。本文的受试者为非英语专业的19名学生。本研究通过对任务型教学应用前后的学习者的阅读成绩的对比，并得出以下结论：首先，任务型教学对阅读产生了影响。其次，在任务型教学过程中，在完成预先设计的一系列有意义的活动的过程中，拓展了学生的元语言系统，并对其起到了一定的促进作用，从而提高了学生的学习兴趣。总而言之，在英语阅读的各个方面都产生了积极的影响，而这
2、些积极影响使得整个学习过程变得更加高效和充满乐趣。期望本研究对英语阅读教学有一定的指导作用。关键词：任务型教学；阅读；影响The Effects of Task-based Language Teaching on College English ReadingGuo MeiyanSchool of Foreign Languages and Literature, Longdong UniversityAbstract: Task-based language teaching has attracting much attention of many researchers and edu
3、cators, so this research aims to explore if the effects of task-based language teaching on English reading. 19 non-English majors attended in the research. Meanwhile, the questionnaire on English reading and reading materials are used and reading performance of learners are compared before and after
4、 task-based language teaching is applied to English reading class. The research found out: 1) TBLT affects learners English reading. 2) The learners Interlingua system is to be stretched and encouraged to develop in the process of task-based language teaching, by engaging in and accomplishing the me
5、aningful activities designed by the teacher before the class. In addition, positive effects are made in English reading, and those of positive effects have aroused learners motivation to reading. It is hoped to have the guiding role in future teaching of English reading.Key words: task-based languag
6、e teaching; reading; effects1. IntroductionUp till now, the teacher-centered model is still widely used in college English reading teaching, many teachers are used to adopting traditional grammar-translation teaching method, which makes students have little chance to practice using English to commun
7、icate with others. Meanwhile, their reading abilities are especially poor because of their limited vocabulary and background knowledge, so serious methods have been put forward to deal with those of problems. For example, The New English Curriculum Standards in 2001 advocates Task-based Language Tea
8、ching, and explicitly points out that TBLT can develop students comprehensive ability of language use in the course of English teaching. However, the research on task-based language teaching is in the experimental stage in China. Although many researchers (Nunan, 1999; Willis, 1996; Crooks, 1991; et
9、c.) have found that applying TBLT to English reading can improve students reading abilities, but there are still some questions remaining to be solved. Consequently, this research has been made and spanned about three months in order to prove that TBLT teaching method could promote students reading
10、abilities. This research is expected to have positive effects on the future college English teaching and learning.2. Literature ReviewEnglish has become the predominant language in the world and most of the well-known publications and advances in the fields of science and technology have either emer
11、ged from the English-speaking countries or have been presented in the English language. Reading proficient in English has become a necessary for the purpose of understanding research in science and technology as well as of negotiating business among partners. Yet this proficiency requires more than
12、simple being able to understand the language. The ability to use the target language to perform various tasks in the field of study and life is also a must. In order to search for an effective way to improve English learning in the Chinese college English context, researchers in this field give vari
13、ous definitions.2.1 The definition of TBLTNunan(1999,24)defines task-based language teaching as follows.“Task-based language teaching is an approach to the design of language course, which the point of departure is not an ordered list of linguistic items, but collections of tasks. In TBLT, the teach
14、ers ask the learners to carry out a task or some tasks, providing an environment that best promotes the natural language learning process. During the course of the task accomplishing activities, learners are believed to increase their language proficiency. In brief, task-based teaching is to get the
15、 students to learn the language and other relevant knowledge by doing the tasks and using the language. TBLT emphasizes the importance of organizing a course around communicative tasks that learners need to do outside the classroom, and stresses learners doing tasks that require communicative langua
16、ge use.” “A task is a piece of work or an activity, usually with a specific objective, undertaken as a part of an educational course, at work, or used to elicit date for research (Crooks, 1986).” The task is a piece of meaning focused work involving learners in comprehending, producing and interacting in the target language. The task relates to the reality and can be completed by using language. It focuses on expressing learners ideas and findin
