留学生毕业论文范文模板写作指导：Task-based Language Teaching and Its Application in Junior English Classroom
Abstract： By expounding upon the definition，components，features and application rules of Task-based Language Teaching, the present paper discusses 代写留学生论文the use of TBLT in junior English classroom. In order to understanding problems of the traditional English, the present study used questionnaire and interviews. This paper is to discuss the advantage and disadvantage of the application of Task-based Language Teaching to junior English classroom. And a conclusion is made as: Task-based language teaching emphasizes on students’ communicative competence, it puts students’ attention on how to fulfill a task through English language rather than worrying about the grammatical structure. Through this way, students can put what they have learnt into practice and master the ability to communicate through English.
Key words：Task-based Language Teaching，junior English teaching，language using ability
Table of Contents
1. Introduction1
2. Literature Review2
2.1 Definition of TBLT2
2.2 Com英文硕士论文代写ponents of TBLT3
2.2.1 Goals3
2.2.2 Input5
2.2.3 Activities6
2.3 Features of TBLT:8
2.4 Application Rules of TBLT9
3. Problems in English Classroom10
3.1 Instruments11
3.2 Findings12
4. Application of TBLT in Junior English Classroom13
4.1 Pre-Task14
4.2 Task Cycle15
4.3 Post-Task16
4.4 An Example of TBLT in Junior English Classroom.17
5. Conclusion18
References19
1. Introduction
Task-based language teaching (TBLT) was first advocated in 1980s by foreign language researchers based on numerous researches and practices. It is an important teaching method developing from the communicative language teaching.
TBLT aims at training students to become active thinkers, doers, learners, and proficient communicators. It makes the students engage in interaction in the "target language" in order to complete a task, reach a goal, or solve a problem. In this way, the students focus on the process of performing the task using the target language so that the learning is focused on meaning rather than form. If we can make language in the classroom meaningful and therefore memorable, students can process language that is being learned more naturally. In this way they become active thinkers as well as proficient and confidant users of the language (Nunan, 2002).
2. Literature review
In this chapter, a comprehensive review of related literatures is provided. First, definitions of TBLT are reviewed. Second, components of TBLT including goals、 input and activities are introduced . The last section will describe the application principles of TBLT.
2.1 Definition of TBLT
On the definition of task, scholars provide different understanding. Long defines a task as:
A piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a check, finding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. Tasks are the things people will tell you they do if you ask them and they are not applied linguists (Long, from Doff, 1990).
Crookes believed task is “…A piece of work or an activity, usually with a specified objective, undertaken as part of an educational course, or at work…” (Crookes, from Brumfit 1992). Ells’ definition is “…an activity which require[s] learners to /arrive at an outcome from given information through some process of thought, and which allow[s] teachers to control and regulate that process…” (Ellis, 1999:24). Nunam defines task as any classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right (Nunan, 2000:59).
These definitions are roughly arranged in terms of a continuum of "real world" to "pedagogical" perspectives on what tasks are. This distinction between the "real" world and the classroom does not imply that the classroom is not a valid social context in its own right (Candling, 1985：66). Nor, indeed, are real world and pedagogical tasks mutually exclusive: there is no reason why tasks cannot have both real world and pedagogical dimensions. However, as implied in the first two definitions provided by Long and by Crookes, respectively, pedagogical tasks should be derived from real world tasks, since analytical syllabuses are based in part on an analysis of learners' behavioral needs (Wliga, 1976:11).
2.2 Components of TBLT
In the following sections, three components of TBLT are going to be dealt with, they are: goals input and activities of TBLT.
2.2.1 Goals
Goals are the vague general intentions behind any given learning task. They provide a point of contact between the task and the broader curriculum. Teachers’ answer to the question (why did you get learners to engage in Task X?) will generally take the form of some sort of goal statement. Possible answers might be:
• I wanted to develop their personal writing skills.
References
1. Cook, V. (1991). Second Language Learning and Using a Second Language. London: Longman.
2. Zhang, W. Y. (Ed.) (2003). Global perspectives: philosophy and practice in Distance Education, Beijing: China Central Radio & Television University Press.