中职英语任务型教学应用研究毕业设计论文the-study-of-application-of-task-based-english-teaching-in-sec.doc

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在职攻读教育硕士专业学位论文

论文题目：The Study of Application of Task-based English Teaching in Secondary Vocational School
中职英语任务型教学应用研究

作者姓名：

第一导师姓名、职称
教授
第二导师姓名、职称

学位类别名称
教育硕士
专业领域名称
学科教学（英语）
论文答辩日期
2015年10月10日
答辩委员会主席
教授

The Study of Application of Task-based English Teaching in Secondary Vocational School

By

Supervised by
Professor Zhang Fuyong

Submitted in Partial Fulfillment of the Requirements
For the Degree of Master of Education
In Teaching English as a Foreign Language
In the School of Foreign Languages
Ludong University
Yantai, China
October 2015

鲁东大学硕士学位论文

中职英语任务型教学应用研究

作者姓名：
第一导师： 教授
第二导师：
学位类别：教育硕士
专业领域：学科教学（英语）

鲁东大学外国语学院
二○一五年十月

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Acknowledgements

I wish to express my gratitude to those who have helped me in whatever forms during the process of writing this thesis.
First and foremost, I would like to acknowledge my respected supervisor, Professor Zhang Fuyong, who gives me inspiration to work on this topic and offers me invaluable suggestions and academic expertise throughout each stage of thesis writing. His dedication and professionalism in English language teaching, unending pursuit of precision in research work, and generous kindness to students have inspired me so much in my study, research, and daily life. Without his unrelenting patience in revising this thesis, as well as his invaluable comments, enlightening guidance and constructive suggestions, this thesis truly would not have come into the present version.
I am also deeply indebted to all the other teachers in Ludong University, Prof. Su Yong, Prof. Lv Jun, etc., for their impressive lectures and academic enlightenment, from which I have gained a lot during the course of my graduate study.
I am truly grateful to all the talented teachers and students involved in my research, for their full enthusiasm and unrelenting patience in answering the interview questions and questionnaires. My gratitude for their invaluable feedback and support is immense.
Much gratitude also goes to my friends and my colleagues. Their precious friendship and volunteer concern for my studies make my thesis writing enjoyable.
Last but not least, many blessings and thanks go to my beloved family members, who have always been my strong supporters and motive force in my study and daily life.

Abstract

With the further development of economic globalization, nowadays more and more researchers are focusing their attention on English teaching. At present, the domestic and foreign educators lay much stress on the importance of task-based English teaching which is a teaching approach developed with the combination of linguistics, language teaching and educational psychology and other related disciplines.
By analyzing the status of educational development and the significance of applying the task-based English teaching in secondary vocational schools, it can be found that introducing the task-based approach of teaching English in vocational schools is necessary. The present research is conducted by adopting the documentary method, questionnaire survey, action research method and contrastive analysis approach.
This thesis includes 3 questions:
(1) Can task-based teaching help improve the English level of secondary vocational school students?
(2) What are the current problems of task-based English teaching in secondary vocational school?
(3) What are the countermeasures of task-based English teaching in secondary vocational school?
By taking Yantai Engineering and Technology College as a case study, we choose two classes: one is set as the experimental class, while the other is set as the control class. 22 English teachers and 90 students were investigated, and the questionnaire，interview and classroom observations were conducted as well. The study explores the major problems of task-based teaching in secondary vocational school, tries to work out the countermeasures through investigation, and puts forward suggestions.
There exist such problems as the teaching time being limited, the students’ language skills and academic records being not balanced, and their high demand for the application of task-based teaching method, etc., but it can effectively improve students’ learning efficiency. At the same time, this thesis puts forward the suggestions for the teachers about the task-based language teaching: dealing with the relationship dialectically, grasping the guiding ideology, fully applying developmental teaching strategy, paying attention to reconstruction of students’ knowledge structure, focusing on reforming the evaluation, seeking the support of the school leaders actively, and creating language application environment.

Key words: the task-based teaching, English teaching, the secondary vocational school
摘 要

经济全球化的发展形势将具有最大使用范围的英语推向更高的地位，而英语教学也愈加受到人们的关注，国内外学者纷纷投入对英语教学的研究。而目前备受国内外推崇的英语任务型教学模式，是语言学、语言教学和教育心理学等相关学科综合的先进研究成果。
本文通过阐述中职教学发展现状和英语任务型教学在中职学校运用的意义的分析，引出中职英语任务型教学研究的主题。在简要介绍任务、任务型教学、任务型教学模式的基本概念和任务型教学的国内外研究综述的基础上，采用文献综述法、问卷调查法、行为研究法和比较分析法进行研究。
研究的主要问题为：
（1）任务型教学是否有助于提高中职学生的英语水平？
（2）中职学校任务型英语教学现阶段实施中的问题有哪些？
(3) 中职学校任务型英语教学实施的对策有哪些？
实验以山东省某一中职学校为研究案例地，选取了两个平行班级共90名学生作为研究对象。通过问卷调查和测试，对任务型教学法在中职学校英语教学的效果进行调查和分析。继而又从教育者和教师的角度，通过问卷调查，访谈和课堂观察，研究任务型教学模式在现阶段中职英语教学中存在的问题，以及提出任务型教学模式在中职英语教学中使用的建议。
研究发现任务型教学法在教学应用中虽然存在受限于课堂教学时间、学生的语言技能与成绩无法平衡、对授课老师教学要求高等问题，但却能有效提高学生学习效率，同时本文针对研究分析所得的问题，为授课老师应用任务型语言教学，提出了建议：辩证看待任务型语言教学与其他教学法的关系、把握“任务”设计的思想、充分运用发展性教学策略、重视知识结构的重塑、改革任务型语言教学的评价方式、争取校方支持、创造语言环境等。

关键词: 任务型教学，英语教学，中职学校

III

Contents

Abstract I
摘 要 III
Contents IV
Chapter One Introduction 1
1.1 Background of the Study 1
1.2 Purpose and Significance of the Study 2
1.3 Structure of the Thesis 3
Chapter Two Literature Review 4
2.1 Foreign Research on Task-based Teaching 4
2.2 Domestic Research on Task-based Teaching 5
2.3 Definitions, Characteristics and Classification of Task 8
2.3.1 Definitions of Task 8
2.3.2 Characteristics of Task 10
2.3.3 Classification of Task 12
2.4 The Task-based Teaching Model 14
2.4.1 Representative Views 15
2.4.2 Implementation Process 16
2.5 Theoretical Basis of Task-based Teaching 18
2.5.1 Constructivism Theory 19
2.5.2 Language Acquisition Theory 20
2.5.3 Psychological Linguistics Theory 21
2.6 Advantages of Task-based English Teaching 21
2.6.1 Fostering Independent Learning Ability 22
2.6.2 Taking Students as the Center 23
2.6.3 Strengthening Practice 23
2.6.4 Reflecting Differences 24
Chapter Three Research Methodology 26
3.1 Research Questions 26
3.2 Research Subjects 26
3.3 Research Instruments 26
3.3.1 Questionnaires 26
3.3.2 Interviews 27
3.3.3 Classroom Observation 27
3.3.4 Pretest and Posttest 27
Chapter Four Research Results and Analyses 28
4.1 Results and Analyses of the Pretest 28
4.2 Results and Analyses of the Interview 29
4.3 Results and Analyses of the Questionnaires 31
4.4 Results and Analyses of Class Observation 32
4.5 Results and Analyses of the Posttest 36
4.5.1 Dealing with the Relationship Dialectically 36
4.5.2 Grasping the Guiding Ideology 37
4.5.3 Fully Applying Developmental Teaching Strategy 39
4.5.4 Paying Attention to Reconstruction of Knowledge Structure 40
4.5.5 Focusing on Reforming the Evaluation 41
4.5.6 Seeking the Support Actively 42
4.5.7 Creating Language Application Environment 42
4.5.8 Carrying Out the Research 43
4.5.9 Implementing Small Class Teaching 43
Chapter Five Conclusion 44
5.1 Major Findings 44
5.2 Limitations of the Study 46
5.3 Suggestions for Further Study 47
References 48
Appendix 52
Appendix A：Interviews 52
Appendix B：Questionnaires 54
Appendix C：English Test for Secondary Vocational School Students 56

V

鲁东大学硕士学位论文
Chapter One Introduction
1.1 Background of the Study
With the further development of reform and opening up, more and more technical talents have moved overseas to learn new knowledge. Meanwhile, Chinese government has laid much stress on the importance of secondary vocational education as it is indicated in The Decision of the Central Committee of the Communist Party of Chinese State Council on Deepening Education Reform and Comprehensively Promoting Quality Education issued in 1999. The Decision points out that we should "build the educational system that may adapt itself to the socialist market economic system and the inherent law of education”. One of the focuses is to "vigorously develop secondary vocational education” as is further pointed out in The Decision. In recent years, the secondary vocational education in China has made remarkable progress.
With the advent of the 21st century, especially since China’s entry into WTO, it signifies that China will enter a new era of the economic globalization and knowledge-based economy. In such a circumstance, exchanges and communications would become more common. Thus, mastering English language will become the basic requirement for the contemporary young students including the vocational students. In order to catch up with the trend of social development, it is imperative to explore some new English teaching models.
In recent years, English teaching in China has gained remarkable achievements, however, there still exists the serious problem in English teaching, such as much importance being attached to the accumulation of knowledge, but ignoring the acquisition of ability to a larger extent. Teachers usually give top priority to the knowledge of vocabulary and grammar, which results in the small amount of language input. There also exists the common problem in secondary vocational schools that is the application of the outdated teaching mode and method. Nowadays, many teachers still follow the traditional teaching mode. As is the usual case, a teacher’s lecture time would take account of 70% or even 90% in one class, so the opportunities for students to participate in classroom activities to express their ideas are limited, instead they always blindly rely on the teaching materials and the teacher without much thinking. This teaching method is hard to develop students’ comprehensive abilities in listening, speaking, reading and writing, and it is also difficult to cultivate students’ abilities of thinking, analyzing and solving problems. Many students have learned English for quite several years, but they do not dare to speak and talk with others in English after graduation. Those students cultivated in this way can not meet the need of the international communications. Thus, it has seriously hampered the promotion of foreign language teaching in our country.
On the one hand, at present, many teachers have adopted the traditional mode to teach English for a long time, on the other hand, things are quite complicated as far as secondary vocational school and vocational students are concerned, such as the fact that the students’ entrance exam scores are sharply uneven. Those factors caused secondary vocational English teaching to be time-consuming and inefficient, and at the same time, the overall qualities are far from satisfactory. Therefore, how to improve teaching efficiency and students’ English level in secondary vocational schools has become a top concern for most of the English teachers in secondary vocational schools.
1.2 Purpose and Significance of the Study
According to many language educators' point of view, the basic characteristic of the task-based teaching model is that it emphasizes on helping language learners to learn and use language positively. Whether the real tasks or educational tasks, it can always enable language learners to have a strong language learning motivation, so that they can become autonomous learners. Generally speaking, the task-based teaching mode is a method of using language to do things, solve problems, and complete tasks. Obviously, it also has effect on training the students' abilities. Definitely, the task-based teaching does have many advantages. However, there still exist problems in teaching process, such as how to design the tasks in classroom teaching, how to carry out the tasks which would occupy too much time, whether similar effects are produced for different teaching objects would torment us, especially the effect of the task-based teaching in the classroom practice is not very clear. From 2009 to 2010, the national projects research center in the foreign language education pointed out that the task-based teaching method is one of the projects. One of the declared national projects in 2008 in Shenzhen is Application of the Task-based Learning Teaching in Reading. To some degree, the practical research on the task-based teaching model is just unfolding. However, whether some studies should be carried on or carried out, it depends on the possibility of application in compulsory education and high school education. Therefore, it is very important to apply the task-based teaching model research on the application of vocational English teaching. Through the research and exploration in the development of the task-based teaching in vocational school, it is still a long way to use the task-based learning teaching to enrich the teaching of English in secondary vocational school and improve the quality of English learning, to explore the practical teaching method of the task-based learning teaching in vocational English teaching.
1.3 Structure of the Thesis
This thesis is mainly composed of five parts. The first part is Introduction in which the research background, research significance and research methods are briefly stated. The second part is literature review, which provides a critical overview of the researches on the task-based teaching both at home and abroad. Theoretical base in which the related concepts, such as task, the task-based teaching model and the value of the task-based teaching, are defined and explained as well. The third part is research methodology, in which research questions, subjects and instruments are stated and explained. The fourth part is Research Results and Analyses. Based on the research results and the characteristics of English teaching in vocational schools, we put forward the suggestions for the application of the task-based teaching mode from the perspective of teachers. The last part is Conclusion which summari