【正文】 ruction senior English classroom teaching the new ECS (English Curriculum Standards) for senior schools IV 畢業(yè)設(shè)計(jì)（論文）原創(chuàng)性聲明和使用授權(quán)說(shuō)明 原創(chuàng)性聲明 本人鄭重承諾：所呈交的畢業(yè)設(shè)計(jì)（論文）， 是我個(gè)人在指導(dǎo)教師的指導(dǎo)下進(jìn)行的研究工作及取得的成果。 作者簽名： 日期： 年 月 日 學(xué)位論文版權(quán)使用授權(quán)書(shū) 本學(xué)位論文作者完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱。課堂教學(xué)的核心是任務(wù)，而語(yǔ)言是學(xué)習(xí)者用來(lái)完成任務(wù)的工具。 本調(diào)查報(bào)告對(duì)當(dāng)前國(guó)內(nèi)的英語(yǔ)教師培訓(xùn)有一定啟示，能加強(qiáng)廣大英語(yǔ)教師及研究人員對(duì)任務(wù)型教學(xué)及實(shí)踐的理解，提高英語(yǔ)教師的教學(xué)實(shí)踐能力。 focus on results of tasks while ignoring the processes of tasks. Based on the author‘s observation and analysis, this thesis aims to elaborate the current situation of English teachers‘ designing and implementing classroom tasks in senior schools and put forward some suggestions and implications for English classroom teaching of senior schools. The author hopes this thesis can help teachers to make a better understanding of TBI and improve their teaching practice, provide some useful information for teaching training, and arouse the attention of the leaders of educational departments and the English teaching researchers to provide a better environment for the professional development of English teachers. Organization of This Thesis This thesis consists of five chapters. Chapter 1 is an introduction. It includes the research orientation, the introduction to the traditional 3Ps teaching approach and the municative languageteaching method, the aims and significance of this survey, and the framework of this thesis. Chapter 2 is the literature review. It reviews some theoretical bases and previous researches related to TBI. Chapter 3 describes the research methods for the present survey. Information concerning the research question of the present study, the subjects of this study, the methods of the data collection and the relevant data analysis are rendered. Chapter 4 presents the findings of the survey, including the description of the current situation of TBI in senior schools in Dalian and some factors which affect the implementation of TBI. Chapter 5 is the conclusion, which summarizes the major findings of the survey, addresses implications for English teaching in China TEFL context, discusses the limitations and offers suggestions for further research. Chapter 2 Literature Review 5 Chapter 2 Literature Review Definition of Task and Task Component Definition of task What does a ―task‖ exactly mean? This term has been defined in a variety of ways. Various definitions of a ―task‖ are proposed by some renowned experts in the field of second language teaching. Ellis (20xx) provides a list of nine ―task‖ definitions drawn from research and pedagogic literature as follows: 1) Breen (1989) A task is ―a structured plan for the provision of opportunities for the refinement of knowledge and capabilities entailed in a new language and its use during munication.‖ 2) Long (1985) A task is ―a piece of work undertaken for oneself or for others freely or for some reward.‖ 3) Richards, Platt, and Weber (1985) A task is ―an activity or action which is carried out as the result of processing or understanding language, . as a response.‖ 4) Crookes (1986) A task is ―a piece of work or an activity, usually with a specified objective, undertaken as part of an educational course, at work, or used to elicit data for research.‖ 5) Prabhu (1987) A task is ―an activity which required learners to arrive at an oute from given information through some process of thought, and which allowed teachers to control and regulate that process.‖ 6) Nunan (1989) A municative task is ―a piece of classroom work which involves learners in prehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than on form. The task should also have a sense of pleteness, being able to stand alone as a municative act in its own right.‖ 7) Skehan (1996) A task is ―an activity in which meaning is primary。 on the other hand, foreign language learning bears some distinguished characteristics different from SLA (second language acquisition). According to the four classes observed, half of the teachers were still giving their lessons in the rather traditional ways. They were still dominating the whole class by teaching the students language knowledge and also evaluating the students‘ achievements in a rather single way. They were still not sure how to operate TBI in classrooms. The students depended too much on their teacher and 陜西師范大學(xué)教育碩士學(xué)位論文 4 lacked a sense of responsibility for their exist many problems in the operation of TBI in English classrooms such as the overflows and the extremes of tasks。另兩位來(lái)自重點(diǎn)高中的教師在課堂中的確實(shí)施了任務(wù)型教學(xué)，但仍存在三大問(wèn)題 —— 過(guò)分強(qiáng)調(diào)了語(yǔ)言的“意義”，而忽略了語(yǔ)言的“形式”；任務(wù)難度設(shè)置不合理；重視“后任務(wù)階段”，忽略了“中 任務(wù)階段 ‖。多種版本的高中英語(yǔ)教材都遵循任務(wù)型教學(xué)的 原則來(lái)編寫(xiě)。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。學(xué)校有權(quán)保留學(xué)位論文并向國(guó)家主管部門(mén)或其它指定機(jī)構(gòu)送交論文的電子版和紙質(zhì)版；有權(quán)將學(xué)位論文用于非贏利目的的少量復(fù)制并允許論文進(jìn)入學(xué)校圖書(shū)館、院系資料室被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn) 行檢索；有權(quán)將學(xué)位論文的標(biāo)題和摘要匯編出版。 專(zhuān)家推薦理由 本論文理論依據(jù)充足，實(shí)證研究深入細(xì)致，數(shù)據(jù)分析客觀(guān)公正。另兩位來(lái)自重點(diǎn)高中的教師在課堂中的確實(shí)施了任務(wù)型教學(xué)，但仍存在三大問(wèn)題 —— 過(guò)分強(qiáng)調(diào)了語(yǔ)言的“意義”，而忽略了語(yǔ)言的“形式”；任務(wù)難度設(shè)置不合理；重視“后任務(wù)階段”，忽略了“中任務(wù)階段 ‖。多種版本的高中英語(yǔ)教材都遵循任務(wù)型教學(xué)的原則來(lái)編寫(xiě)。并以此為基礎(chǔ)提出了以教師為主導(dǎo)進(jìn)行“情境”創(chuàng)設(shè)，以學(xué)生為中心進(jìn)行“協(xié)作”學(xué)習(xí)，以課堂為陣地進(jìn)行“會(huì)話(huà)”商討，以創(chuàng)新為目標(biāo)進(jìn)行“意義建構(gòu)”。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。 主要參考文獻(xiàn) 3 Arnold, J. 20xx. Affect in Language Learning. Beijing: Foreign Language Teaching and Research Press. Bachman, L. and A. Palmer. 1996. Language Teaching in Practice. Oxford: Oxford University Press. Breen, M. 1984. Process syllabuses for the language classroom. C. Brumfit (Ed.). Brown, . 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research Press. Candlin, . Toward Taskbased Learning. C. Candlin and D. Murphy (Eds.). Crookes, G. classification: a crossdisciplina