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Abstract
Task-based language teaching emphasizes that the learning of knowledge needs to be done by accomplishing a series of tasks and this kind of learning is meaningful. This dissertation analyzes the features of TBLT and summarizes some research findings about TBLT at home and abroad. Also, it points out the disadvantages in vocabulary teaching when the TBLT method is applied and puts forward a set of task-based language teaching mode---before task, task cycle and language focus. Finally, it concludes that TBLT method can largely promote the learning of middle school vocabulary.
Key words : task-based language teaching; vocabulary teaching;middle school English
Contents
中文摘要
Abstract
1.Introduction……………………………………………………………………1
2.Background Information.......................................................................................2
2.1 The vocabulary teaching in China……............................………………………...2
2.2 The development of TBLT method……………………………………………....2
2.3 The analysis of Chinese students.......................................................................3
3.Literature Review……………………………………………………………3
4.The Features of Task-based Language Teaching ………………………...5
4.1The theoretical basis of TBLT.....................……………………………………….4
4.1.1 The second language acquisition theory………………………………………4
4.1.2 The cognitive approach theory…………………………………………………5
4.1.3 The interaction hypothesis theory………………………………………………6
4.2 The introduction of the task.................................……………………………........7
4.2.1 The definition of the task....................................………………………………7
4.2.2 The composition of the task....................………………………………………7
4.2.3 The principles of the task design..........................................................................7
5.Efficient mode of task-based language teaching…………………………………8
5.1Preparation before the task.............………………………………………………9
5.2The task cycle ................................………………………………………………9
5.3 Language focus......................................................................................................10
5.4A teaching case.......................................................................................................10
6. The advantages of the TBLT.................................................................................11
6.1 From the perspective of cognitivism.....................................................................11
6.2 From the perspective of constructivism.................................................................12
7. Problems when applying the TBLT method........................................................12
7.1 On teachers’ side....................................................................................................12
7.2 On students’ side....................................................................................................13
7.3 On other sides........................................................................................................13
8. Conclusion………………………………………………………………………14
9. References………………………………………………………………………15 |
