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| 浅析任务型教学法在初中英语阅读教学中的局限性——以泸州老窖天府中学为例 摘要：阅读在英语教学中是必不可少的一个环节，也是英语教学中最基本的技能之一。《国家英语课程标准》规定，在英语阅读教学过程中要贯彻任务型教学法。尽管国家大力推行任务型教学法，但在实践的过程中仍有一些局限性。本文基于输入理论，从任务型教学法在阅读教学中的应用来探究其局限性，以便更加有效地运用任务型教学法。 笔者选择了两个自然班，共75名初二学生。其中一个班为对照组，共37名学生；另一个组为实验组，共38名学生。在实验期间，记录了两个班学生的课堂互动频率，并在实验后，笔者与成绩下降学生进行了访谈。数据显示，在任务型教学法的课堂内，基础较差的学生会承受更多的压力，也就更不愿意参与到课堂活动中。因此他们所接触到的可理解性输入变少，所获取的知识减少，也就导致了成绩下降。对于教学来说，教师应创设更为轻松的学习环境。 关键词：初中英语教学；英语阅读；任务型教学局限性 On the Limitation of Task-based Language Teaching in Junior Middle School English Reading Class——A Case Study of Luzhou Laojiao Tianfu Middle School Abstract: Reading not only is an essential part of English teaching, but also is one of the most basic skills of English learning. According to the National English Curriculum Standard, task-based approach should be carried out in English teaching. Although the department of education advocates TBLT, it still has some limitations in the process of practice. Based on the input theory, this paper explores its limitations from the application of task-based teaching method in reading teaching, so as to make task-based teaching method more effective. The author chose two natural classes, a total of 75 students. One class was the control group with 37 students, and the other was the experimental group with 38 students. During the experiment, the frequency of classroom interaction of two classes was recorded, and after the experiment, the author interviewed the students declined. From research data, it showed that in the classroom of task-based teaching method, students with poor foundation bore more pressure, and they were more reluctant to participate in classroom activities. Therefore, they were exposed to less comprehensible input and less knowledge, which leaded to a decline in performance. For teaching, teachers should create a more relaxed learning environment for all learners. Key Words: English teaching in middle school; English reading teaching; limitations of TBLT Contents Introduction1 Chapter I Literature Review3 1.1Task-based Language Teaching3 1.1.1 The meaning of Task3 1.1.2 The components of Task3 1.1.3 The meaning of Task-based Language Teaching4 1.1.4 The Features of Task-based Language Teaching4 1.2 Major English Reading Teaching Models5 1.2.1 Top-down model5 1.2.2 Bottom-up model6 1.2.3 Interactive model6 1.2.4 Task-based reading teaching6 1.3 Theoretical basis7 Chapter II Research Design9 2.1 Research Objective9 2.2 Research Subject9 2.3 Research Hypothesis9 2.4 Research Methods9 2.4.1 The controlled experiment9 2.4.2 Interview10 2.5 Research Procedures10 Chapter III Data Analysis11 3.1 Result and Discussion of Pre-test and Post-test11 3.2 Result and Discussion of the Interview with Students14 Conclusion16 Bibliography |
