【正文】 ipation, experience, munication and cooperation. As one of the most popular language teaching approaches in the world, taskbased instruction (TBI) has been widely advocated to improve the English teaching in China. A variety of textbooks are piled according to the taskbased principle. This thesis mainly focuses on the current situation of the implementation of TBI for senior English teaching in Dalian city and put forward some suggestions. Rationale for the Research The traditional 3Ps teaching approach Before discussing taskbased language teaching, we should consider the more traditional methods of language teaching. For many years, almost ever since there was foreign language teaching in China, the most influential and dominant approach has been 3Ps (Skehan, 20xx): presentation, practice, and production, which are the three main stages of classroom language teaching. This presentationbased approach concentrates on the grammatical system of the language. As a result, the focus of the language teaching is on the presentation and practice of grammar, and the automatic production of the target language, according to the linguistic rules learnt in the first and second stages. Teachers present the language segments to the learners in models, initially one item at a time. The first stage is generally focuses on a single point of grammar which is presented explicitly or implicitly to maximize the chances that the certain rules will be understood and mastered. This stage is followed by practice activities designed to internalize the newly learnt rules. In the second stage, learners do not express their own personal meanings. They only work out some more examples according to the rules and other language segments which bear not much relationship to 陜西師范大學(xué)教育碩士學(xué)位論文 2 their real life. Only in the production stage can learners get away from the control and they may be able to produce language based on meanings they want to express instead of those readymade meanings. Yet this also quite limited in many cases. Learners are usually seldom provided opportunities to develop the skills or strategies to convey municative meanings with the target language in real and concrete circumstances. The learners may know a lot about the grammatical rules, but can not municate with others in a real situation appropriately and fluently. The municative language teaching method Before the 1960s, language was more than simply a system of rules, and ―the task for language learners was to internalize these rules by whatever means were at their disposal‖ (Nunan, 1989). In other words, learners‘ priority was to master the structures of the language, while the consideration of meaning was seen as less important than form. However, during the 1970s, ―a much richer conceptualization of language‖ began to emerge. Language was considered and analyzed as ―a system for the expression of meaning‖, rather than as ―a system of abstract syntactic rules‖ (Nunan, 1989). In terms of learning, it is generally accepted that ―we need to distinguish between ?learning that‘ and ?knowing how‘‖ (Nunan, 1989). That is to say, learners need to distinguish between knowing various grammar rules and being able to employ these rules effectively and appropriately when municating. Because of the drawbacks of the above traditional methods of language teaching, linguists and language teaching specialists devoted themselves to the reform in teaching methodology. CLT has brought about revolutionary changes in language theory and practice. CLT is characterized as the following four ponents: (1) classroom goals are focused on all the ponents of municative petence and not restricted to grammatical or linguistic petence。 其中來(lái)自普通高中的兩位教師在課堂上沒(méi)有按照要求實(shí)施任務(wù)型教學(xué)，而是采用了以往的傳統(tǒng)式教學(xué) —— 以教師為中心，以講解詞匯、語(yǔ)法為主，并且缺乏師生間、生生間的互動(dòng)交流等。為了完 成任務(wù)，學(xué)習(xí)者以“意義”為中心，盡力調(diào)動(dòng)各種資源進(jìn)行“意義”構(gòu)建 ，以促進(jìn)解決某種問(wèn)題的交際能力。任務(wù)型教學(xué)正被大力提倡用來(lái)提高中國(guó)英語(yǔ)教學(xué)質(zhì)量。本人授權(quán) 大學(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本 學(xué)位論文。除了文中特別加以標(biāo)注引用的內(nèi)容外，本論文 不包含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫的成果作品。盡我所知，除文中特別加以標(biāo)注和致謝的地方外，不包含其他人或組織已經(jīng)發(fā)表或公布過(guò)的研究成果，也不包含我為獲得 及其它教育機(jī)構(gòu)的學(xué)位或?qū)W歷而使用過(guò)的材料。本人保證畢業(yè)離校后，發(fā)表本論文或使用本論文成果時(shí)署名單位仍為陜西師范大學(xué)。 學(xué)位評(píng)定委員會(huì)分會(huì)主席（簽章）： 單位公章 20xx 年 12 月 15 日 5 分類號(hào) 密 級(jí) 學(xué) 號(hào) J26189 教育碩士學(xué)位論 文 題 目 關(guān)于大連地區(qū)高中英語(yǔ)任務(wù)型教學(xué) 實(shí)施現(xiàn)狀的調(diào) 查報(bào)告 作者姓名 指導(dǎo)教師姓名 學(xué)科專業(yè) 學(xué)科教學(xué)（英語(yǔ)） 提交論文日期 A Survey of the Implementation of Taskbased Instruction for Senior English in Dalian By Li Ruosi A Thesis Submitted to the Faculty of the College of Foreign Languages In Partial Fulfillment of the Requirements for the Degree Of Master of Education in English Teaching Shaanxi Normal University April, 20xx學(xué)位論文獨(dú)創(chuàng)性聲明 本人聲明所呈交的學(xué)位論文 是我在導(dǎo)師的指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。 中華人民共和國(guó)教育部， 20xx，《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）》，人民教育出版社。 主要參考文獻(xiàn) 3 Arnold, J. 20xx. 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