实践中的任务型教学

出版时间：2011-1  出版社：陈锫 上海交通大学出版社 (2011-01出版)  作者：陈锫  页数：359  

前言

任务型教学于世纪之交传人我国。在教育部颁布的《全日制义务教育普通高级中学英语课程标准》（实验稿，2001，2007）和《普通高中英语课程标准》（实验稿，2003，2007）中，“倡导任务型教学途径”均作为教学目标明确提出。根据这两个英语课程标准，教师在教学中应增加开放性的任务型活动和探究性的学习内容，应依据课程的总体目标创造性地设计贴近学生实际的教学活动。在设计任务时，教师应以学生的生活经验和兴趣为出发点，要有助于英语知识的学习、语言技能的发展和语言实际运用能力的提高。与传统的演绎法教学相比，“任务型”课堂教学以“学习者为中心”为基本原则，一切教学活动从学生的学习兴趣和认知水平出发，倡导体验、交流、参与、合作与交流的学习方法，重视培养学生的创新能力，发展学生的综合语言运用能力。这一教学模式使得语言学习的过程真正成为学生主动思维和自主学习的过程。因此，任务型教学在国内一经提出，即成为英语教学科研人员和广大英语教师关注和研究的焦点。在中学英语课改不断深化的今天，倡导和运用任务型教学以期更好地实现新课标所规定的素质教育理念和语言学习目标，已经成为一种历史的必然。但是，任务型教学在我国大范围的实践尚属开始，由于缺乏对其理论背景和教学原则的了解，导致这一新型教学模式在实践教学操作中还普遍存在许多误区。

内容概要

　　本书源自一项关于任务型教学在中学课堂实施的研究。该研究理论基础源于著名英语语言学家B.Littlewood的five-category activity以及P.Skehan的认知语言学理论。作者创新地将上述理论框架运用到COLT（Communicatire Orientation of Lmguage Teaehing）课堂观察体系中，科学地设计出对任务型教学进行课堂评价的标准和模板（An adapted version of COLT Part A，for TBLT classrooms）。　　本书不仅对任务型教学在中国的发展做了充足的文献回顾，而且还采用案例分析法，对中学英语教师的教学情况作了分析和总结。数据由课堂观察和采访提供，采用量化和质化结合的方法进行分析。本著作的目标读者为：英语教育工作者，中小学英语教师，英语教学研究人员，应用语言学专业研究生。

作者简介

陈锫，江苏人，应用语言学博士，副教授，毕业于澳门大学。现任深圳大学外国语学院教师。英语教育学，语言学硕士生导师。研究领域：英语应用语言学，英语教育学，教师发展等。

书籍目录

Chapter 1 Introduction1.1 ELT in China: The Past and the Present1.2 New Challenges for EFL Teachers in China1.3 Statement of the Problem1.4 Research Questions1.5 Significance of the Study1.6 Limitations of the Study1.7 Overview of the Thesis1.8 SummaryChapter 2 Literature Review2.1 Introduction2.2 Development of Approaches to ELT2.3 An Historical Overview of TBA2.3.1 Theoretical Rationale of TBA2.3.2 Definitions of Tasks and TBA2.3.3 Theoretical and Conceptual Frameworks of TBA Implementation2.4 TBA and Curricular Innovation in China2.4.1 The Development of Secondary School English Curricula in China2.4.2 TBA in the Latest Curriculum2.5 Factors Influencing the Implementation of TBA in China2.5.1 National Level Factors2.5.2 Local Level Factors2.5.3 Classroom Level Factors2.6 Teacher Beliefs2.6.1 Definitions of Teachers' Beliefs2.6.2 Source and Content of Teachers' Beliefs in This Study2.7 Recent Concerns of TBA and Its Implementation2.8 General Conceptual Framework of This Study2.9 Summary Chapter 3 Methodology3.1 Introduction 3.2 A Case Study Approach3.3 The Research Context 3.4 Screening of Participants3.4.1 Screening Process 3.4.2 Initial Interviews and Observations3.5 Data Collection3.5.1 Introduction3.5.2 Procedures3.5.3 Data Collection Instrument3.6 Data Analysis3.6.1 Introduction3.6.2 Refinement of Focal Cases3.6.3 Quantitative Data Analysis3.6.4 Qualitative Data Anaysis3.6.5 Cross-case Analvrsis3.6.6 Validity and Reliability3.7 Summary Chapter 4 Racy and Tina4.1 Introduction4.2 NFLS School Context4.3 Case Studies4.3.1 Case Study 1：Racy4.3.2 Case Study 2：TinaChapter 5 Marie and Daisy5.1 Introduction5.2 NES School Context15.3 Case Studies5.3.1 Case Study 3:Marie5.3.2 Case Study 4: DaisyChapter 6 Cross-Case Analysis6.1 Introduction6.2 Teachers' TBLT Practices6.2.1 Teaching Design6.2.2 Organization6.2.3 Activities and Tasks6.2.4 Grammar Teaching6.2.5 Four Skill Instruction6.2.6 Teacher Roles6.2.7 Assessment6.3 Teachers Beiefs6.3.1 Beliefs about Tasks and TBLT6.3.2 Beliefs about Teaching Materials and Teaching Aids6.3.3 Beliefs about Exams6.3.4 Beliefs about Teacher Training6.4 Factors Affecting Teachers' TBLT Practices6.5 SummaryChapter 7 Conclusions and Implications7.1 Introduction7.2 Summary of Findings7.2.1 Research Question One : How is TBLT being implemented in classrooms？7.2.2 Research Question Two: What are teachers' beliefs of TBLT？7.2.3 Research Question Three:What factors seem to contribute to TBLT implementation？7.3 Implications for Practice7.3.1 Implications for Educational Policymakers and Curriculum Planners7.3.2 Implications for Local EFL Program Administrators7.3.3 Implications for EFL Instructors7.4 Areas for Further ResearchAppendicesAppendix A COLT Part A （adapted）Appendix B Interview QuestionsList of Tables and FiquresReferencesAcknowledgements

章节摘录

From a psycholinguistic perspective, a task is a device that guideslearners to engage in certain types of information-processing that are be-lieved to be important for effective language use and/or for language acqui-sition from a theoretical standpoint （Ellis, 2000, p. 197 ）. In this re-spect, tasks can be viewed as devices for manipulating how learnersprocess language （ see Long 2000 ; Skehan 1996 ; Yule 1997）. Two theo-retical concepts can be linked to task properties——Long's Interaction Hy-pothesis and Skehan's Cognitive approach.Interaction Hypothesis. The Interaction Hypothesis, proposed byLong （ 1985 ） states that acquisition is facilitated when learners obtain com-prehensible input as a result of the opportunity to negotiate meaning whenCommunication breakdown occurs.  Task-based research originating from the Interaction Hypothesis focuses on meaning negotiation. Long （ 1985 ） gives the definition of negotiation of meaning as follows:When interaction involving second language learners leads to commu- nication breakdown, the learner or the interlocutor attempts to compensate for the breakdown by making conversational adjustments in order to reach mutual understanding.  Such conversational adjustments include compre- hension checks, confirmation checks, clarification requests and so on.

编辑推荐

《实践中的任务型教学:现状与展望》研究理论基础源于著名英语语言学家B.Littlewood的five-category activity以及P.Skehan的认知语言学理论。作者创新地将上述理论框架运用到COLT（Communicative Orientation of Language Teaching）课堂观察体系中，科学地设计出对任务型教学进行课堂评价的标准和模板（An adapted version of COLT Part A，for TBLT classrooms）。本著作不仅对任务型教学在中国的发展做了充足的文献回顾，而且还采用案例分析法，对中学英语教师的教学情况作了分析和总结。数据将由课堂观察和采访提供，采用量化和质化结合的方法进行分析。本著作的目标读者为：英语教育工作者，中小学英语教师，英语教学研究人员，应用语言学专业研究生。此著作为教育部2008年社科项目“任务型教学在中学英语课堂中的实践”研究成果（项目编号08JC740026），并获深圳大学出版基金资助。近年来，国内外众多学者展开了对任务型教学这一先进教学模式的讨论和研究。然而，迄今为止，绝大多数研究主要是针对其理论基础以及实践可行性的预测和猜想，很少有学者对它进行实验性的研究。本文作者在理论研究的基础上，对英语课堂以及教师的授课进行了大量的实地观察和分析，并利用先进的研究方法对结果进行量化和质化分析。该著作将对中学英语的任务型教学情况有一个客观而科学地展示，并就教师培训方法，教材编写以及课程标准的制定和执行提供一些可行性建议。