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Teaching Composition with Task-based Group Learning Class

作　者: 沈红
导　师: 王昺
学　校: 辽宁师范大学
专　业: 英语教学
关键词: 英语教学互动任务型教学小组学习写作
分类号: G633.41
类　型: 硕士论文
年　份: 2005年
下　载: 316次
引　用: 0次
阅　读: 论文下载

内容摘要

任务型教学在我国的高中英语教学中受到越来越广泛的注意。但是任何一种教学方法都有其优点和不足, 尤其在提高中国学生英语写作能力方面鲜有专门的研究和有效的方法进行实际教学。本文作者以分组学习法和任务型教学理论为基础, 探讨了将两种方法相结合促进学生写作能力发展的可能性。通过试验, 作者发现以任务型教学为基础的小组写作法主要的优点在于: 激发了学生间的互动学习和交流意识,体现了教师的指导作用, 减轻了教师的批改工作量。同时本文就教师和学生在完成分组写作任务时所碰到的问题进行讨论并提出一些解决和避免这些问题的建议。

全文目录

CHINESE ABSTRACT  4-5
ENGLISH ABSTRACT  5-8
ACKNOWLEGMENMENTS  8-9
LIST OF TABLES AND FIGURES  9-10
Chapter I Introduction  10-14
  1.1 The Background of the Research  10-11
  1.2 Significance of the Present Research  11-14
Chapter Ⅱ Theoretical Basis for Language Learning Strategies and Language Learning Styles  14-20
  2.1 Research on language learning strategies  14-18
    2.1.1 Definition of language learning strategies  14-15
    2.1.2 Classification of language learning strategies  15-17
    2.1.3 A strategy relative to the present research: cooperative learning strategy  17-18
  2.2 Research on language learning styles  18-20
    2.2.1 Definition of learning styles  18
    2.2.2 Four types of learners  18-20
Chapter Ⅲ Interaction in ELT Classroom  20-35
  3.1 The relationship between classroom interaction and second language learning  20-21
    3.1.1 Second language learning in the communicative classroom  20
    3.1.2 The effect of interaction on acquisition  20-21
  3.2 Communicative activities: some general considerations  21-24
    3.2.1 Purposes of communicative activities  21-22
    3.2.2 Learner-centered activities  22-23
    3.2.3 Types of communicative activities  23-24
  3.3 Learner interactional patterns  24-25
  3.4 Necessary elements in ELT classroom  25-28
  3.5 Grouping for classroom interaction  28-32
  3.6 Previous studies on group learning strategies  32-35
    3.6.1 Definition of group work  32
    3.6.2 Merits  32-35
Chapter Ⅳ Task-based Language Teaching Rationale and Principles  35-53
  4.1 Task defined and described  35-42
    4.1.1 Definition of the “Task”  35-37
    4.1.2 Components Involved in the Task  37-39
    4.1.3 Misunderstandings and deviations existing in TBLT  39-42
  4.2 Nunans’task classification  42-44
  4.3 Viewing tasks from a cognitive perspective  44-47
    4.3.1 Bruners’constructivist theory  44
    4.3.2 Skehans’cognitive approach  44-46
    4.3.3 Vygotskys’zone of proximal development (ZDP)  46-47
    4.3.4 Feuersteins’cognitive map  47
  4.4 The syllabus of task-based language teaching  47-52
    4.4.1 The principles on designing tasks for the English classroom  49-50
    4.4.2 The framework of presenting tasks in the English classroom  50-52
  4.5 The features of task-based language teaching  52-53
Chapter Ⅴ The Present Study  53-66
  5.1 Research questions and hypothesis for the study  53
  5.2 Methodology  53-56
  5.3 Results  56-66
Chapter Ⅵ Conclusions and Implications  66-69
  6.1 Conclusion of the study  66-67
  6.2 Limitations of the study  67-68
  6.3 Recommendations for further research  68-69
References  69-74
Appendix A  74-75
Appendix B  75

Teaching Composition with Task-based Group Learning Class

内容摘要

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