【導讀】并以此為基礎提出了以教師為主導進行“情境”。話”商討，以創(chuàng)新為目標進行“意義建構”。為主體的中學英語教學提供理論和實踐幫助。學生綜合運用語言的能力。任務型教學正被大力提倡用來提高中國。教學方式，是交際教學思想的一種發(fā)展形態(tài)。為了完成任務，學習者。解決某種問題的交際能力。施任務型教學，而對任務型教學實施的現(xiàn)狀的調(diào)查研究相對缺乏。筆者選取了自己工作所在地----大連地區(qū)有代表性的四所高。其中來自普通高中的兩位教師在課堂上沒有按照要求實。以講解詞匯、語法為主，并且缺乏師生間、生生間的互動交流等。針對以上存在的問題，筆者提出了自己的建議——各級教育

　　

【正文】 s. Therefore, TBI can greatly facilitate the effect of learners‘ language learning. However, can TBI be indiscriminately applied to the English classrooms in China in which English is learnt as a foreign language? As an English teacher for about ten years, the author finds that the focus of senior English teaching in her own school is mainly on language form and the class is mostly teachercentered. In fact, some researchers and English teachers still fail to understand TBI thoroughly。 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 陜西師范大學教育碩士學位論文 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。 focus on meaning while ignoring language form( knowledge)。 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。 there is some sort of relationship to the real world。 task pletion has some priority。 and the assessment of task performance is in terms of task oute.‖ 8) Lee (20xx) A task is ―a classroom activity or exercise that has an objective 陜西師范大學教育碩士學位論文 6 obtainable only by the interaction among participants.‖ 9) Bygate, Skehan, and Swain (20xx) A task is ―an activity which requires learners to use language, with emphasis on meaning, to attain an objective‖. This thesis will adopt the definition of task offered by Ellis (20xx) as follows: ―A task is a work plan that requires learners to process language pragmatically in order to achieve an oute that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed. To this end, it requires them to give primary attention to meaning and to make sense of their own linguistic reso urces, although the design of the task may predispose them to choose particular forms. A task is intended to result in language use that bears a resemblance, direct or indirect, to the