任务型教学法在高中英语写作教学中的应用研究
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摘要
任务型教学模式是上世纪八十年代外语教学法研究者和二语习得研究者在大量研究和实践的基础上提出来的具有重要影响的教学理论。多年来,任务型教学已在外语教学实践中产生了重大影响,大多数语言学家和外语教学研究者认为在课堂上采用任务型教学法极为必要。
随着国外语言学、心理语言学和社会语言学的发展,人们逐渐认识到现行的外语写作教学法如“结果教学法”和“过程教学法”存在一些局限性,为此,许多写作研究者如Horowitz等提出“任务写作教学法”。它是过程教学法和结果教学法的结合体,强调写作的交际性和学生相互学习,对我们的写作教学有很大启示,值得我们进一步研究和试验。在我国,写作一直是教学中的薄弱环节,尽管不少教师为此做了大量的科学研究以及实践工作,但都收效甚微。学生将写作看作是一个无法完成的任务、甚至放弃,这使得学生的写作能力始终达不到预期的效果。当前,我国《英语课程标准》中明确提倡任务型教学模式,培养学生综合语言运用能力。
本研究主要基于Willis,Skehan,Nunan他们关于任务型写作教学的研究为理论基础,试图探索任务型写作教学法在中学生英语写作教学中实施的可行性及其效果,即:任务型写作教学模式是否在提高学生写作能力方面优于传统的结果写作教学法。本次实验的样本是中央教科所深圳南山附属学校高一83名学生,实验时间为一学期。实验班接受任务型写作教学模式,进行一系列互动的,有真实意义的,模拟现实的写作活动。而控制班采用传统写作法。在实验过程中通过前测、中测和后测检验学生在写作方面取得的成绩。同时通过问卷调查来检查学生在接受了不同的写作教学方法后的学习效果及对英语写作的态度。写作任务和问卷调查中所取得的数据采用SPSS 15.0进行了样本分析,配对样本T检验.实验结果表明,任务型写作教学法能明显提高中学生的语言表达的流畅性和组织能力,而且能够有效地提高学生对英语写作的兴趣。
The Task-based Instruction (TBI) is the teaching theories put forward by foreign language teaching method researchers and the second language acquisition researchers according to the large quantity of studies and practice in the 1980s. For a long time, Task-based Teaching has had a significant effect on language teaching and most of the language experts and foreign language educators think consistently that Task-based Teaching in the classroom is very effective.
With the developments in linguistics, psycholinguistics and sociolinguistics, we begin to realize the limitations of the product-based and process-based approaches. "Task-based approach" remedies their defects and emphasizes the nature of writing and learning from others. It is worth testing in teaching practice. In China, writing is always a weak aspect of English teaching. In spite of the hard work of many teachers and scholars, the effect is still not satisfactory. And all students regard writing as a tough job that can't be accomplished, some even give it up. Currently, the National New Standard for English Curriculum promotes definitely the TBI to improve students' overall English competence.
This thesis defines task along the lines of Willis and Skehan and Nunan, whose theories on TBI provide the basis for this task-based writing study. This study has aimed at investigating the effect of the Task-based writing approach on high school students. The design of the experiment was based on the Task-based Instruction and the experiment lasted for a term. The 83 subjects in this study were Senior Grade One students from Nanshan School Affiliated with China National Institute for Educational Research in Shenzhen. The subjects from the experimental class were taught to engage in interactive and authentic writing activities that simulate real-world situations while the traditional PPP approach was used in the controlled class. The pre-test, mid-test and post-test were given to the students before and after the experiment respectively; pre-questionnaire and post-questionnaire were also assigned to the students before and after the experiment to check the students' achievements obtained in the different teaching methods. SPSS (V 15.0) was used to calculate the data collected from the experiment and analyze the findings. The results of the research indicate that Task-based writing approach has had a considerably significant effect on the subjects' English writing proficiency and shows that it is able to significantly increase the subjects' interest in English writing in Chinese EFL context.
随着国外语言学、心理语言学和社会语言学的发展,人们逐渐认识到现行的外语写作教学法如“结果教学法”和“过程教学法”存在一些局限性,为此,许多写作研究者如Horowitz等提出“任务写作教学法”。它是过程教学法和结果教学法的结合体,强调写作的交际性和学生相互学习,对我们的写作教学有很大启示,值得我们进一步研究和试验。在我国,写作一直是教学中的薄弱环节,尽管不少教师为此做了大量的科学研究以及实践工作,但都收效甚微。学生将写作看作是一个无法完成的任务、甚至放弃,这使得学生的写作能力始终达不到预期的效果。当前,我国《英语课程标准》中明确提倡任务型教学模式,培养学生综合语言运用能力。
本研究主要基于Willis,Skehan,Nunan他们关于任务型写作教学的研究为理论基础,试图探索任务型写作教学法在中学生英语写作教学中实施的可行性及其效果,即:任务型写作教学模式是否在提高学生写作能力方面优于传统的结果写作教学法。本次实验的样本是中央教科所深圳南山附属学校高一83名学生,实验时间为一学期。实验班接受任务型写作教学模式,进行一系列互动的,有真实意义的,模拟现实的写作活动。而控制班采用传统写作法。在实验过程中通过前测、中测和后测检验学生在写作方面取得的成绩。同时通过问卷调查来检查学生在接受了不同的写作教学方法后的学习效果及对英语写作的态度。写作任务和问卷调查中所取得的数据采用SPSS 15.0进行了样本分析,配对样本T检验.实验结果表明,任务型写作教学法能明显提高中学生的语言表达的流畅性和组织能力,而且能够有效地提高学生对英语写作的兴趣。
The Task-based Instruction (TBI) is the teaching theories put forward by foreign language teaching method researchers and the second language acquisition researchers according to the large quantity of studies and practice in the 1980s. For a long time, Task-based Teaching has had a significant effect on language teaching and most of the language experts and foreign language educators think consistently that Task-based Teaching in the classroom is very effective.
With the developments in linguistics, psycholinguistics and sociolinguistics, we begin to realize the limitations of the product-based and process-based approaches. "Task-based approach" remedies their defects and emphasizes the nature of writing and learning from others. It is worth testing in teaching practice. In China, writing is always a weak aspect of English teaching. In spite of the hard work of many teachers and scholars, the effect is still not satisfactory. And all students regard writing as a tough job that can't be accomplished, some even give it up. Currently, the National New Standard for English Curriculum promotes definitely the TBI to improve students' overall English competence.
This thesis defines task along the lines of Willis and Skehan and Nunan, whose theories on TBI provide the basis for this task-based writing study. This study has aimed at investigating the effect of the Task-based writing approach on high school students. The design of the experiment was based on the Task-based Instruction and the experiment lasted for a term. The 83 subjects in this study were Senior Grade One students from Nanshan School Affiliated with China National Institute for Educational Research in Shenzhen. The subjects from the experimental class were taught to engage in interactive and authentic writing activities that simulate real-world situations while the traditional PPP approach was used in the controlled class. The pre-test, mid-test and post-test were given to the students before and after the experiment respectively; pre-questionnaire and post-questionnaire were also assigned to the students before and after the experiment to check the students' achievements obtained in the different teaching methods. SPSS (V 15.0) was used to calculate the data collected from the experiment and analyze the findings. The results of the research indicate that Task-based writing approach has had a considerably significant effect on the subjects' English writing proficiency and shows that it is able to significantly increase the subjects' interest in English writing in Chinese EFL context.
引文
铩顰llwritght,R.1984.The importance of interaction in classroom language learning.Applied Linguistics5(2):156-171.
Arnold,J.2000.Affect in Language Learning.Beijing:Foreign Language Teaching and Research Press.
Bolinger,D.1977.Meaning and Form.London:Longman.
Breen,M.1987.Learner contributions to task design.In Candlin and Murphy(eds.),Language LearningTasks.Englewood.Cliffs,NJ:Prentice Hall.International.
Brown,H.Douglas.2001.Teaching by Principles:An interactive Approach to Language Pedagogy.Beijing:Foreign Language Teaching and Research Press.
Bygate,M.,Skehan,P.& Swain,M.2001.Researching Pedagogic Tasks:Second language Learning,Teaching and Testing.Oxford:Oxford University Press,
Canale,M.& Swain,M.1980.Theoretical bases of communicative approaches to second language teachingand testing.Applied Linguistics1:1-47.
Cook,V.2000.Second Foreign Language Learning and Language Teaching.Beijing:Foreign LanguageTeaching and Research Press.
David Nunan.1989.Designing Tasks for the Communicative Classroom.Cambridge:CambridgeUniversity Press.
David Nunan.1991.Language Teaching Methodology:A Textbook for Teachers.Hemel Hempstead:Prentice Hall International.
Ellis,R.1997.The Study of Second Language Acquisition.Oxford:Oxford University Press
Ellis,R.2000.Task-based research and language pedagogy Language Teaching Research 4(3):193-200
Flower,L.& Hayes,J.R.1981.Cognitive process theory of writing.College composition andcommunication.
Halliday,M.A.K.1978.Language as Social Semantic:The Social Interpretation of Language and Meaning.Edward Arnold Ltd.
Heaton,J.B.2000.Writing English language Tests.Beijing:Foreign Language Teaching and ResearchPress.
Horowitz,D.1986a.Process,Not Product:Less Than Meets the Eye.TESOL Quarterly 141-144.
Horowitz, D. 1986b. What Professors Actually Require: Academic Tasks for the ESL Classroom. TESOL Quarterly. 445-462
Hymes, D. H. (1972b). On communicative competence in J. B. Pride and J. Holmes: Sociolinguistics. Harmondsworth: Peguin: 269-293.
Johns, A. 1990. L1 Composition Theories: Implications for Developing Theories of L2 Composition. In Kroll. B(eds.).
Krashen, S. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon. Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Keith Johnson, 2002. An Introduction to Foreign Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
Foley, J. 1991.Psycholinguistic framework for task-based approaches to language teaching. Applied Linguistics. 12: 62-75
Foster, P. and Skehan, P. 1996. The influence of planning and task type on second language performance. Studies in Second Language Acquisition. 18: 229-323
Foster, P & P. Skehan, 1994. The influence of planning on performance in task-based learning Paper presented at the British Association of Applied Linguistics, Leeds.
Larsen-Freeman. 1986. Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
Lightbrown, M. and Spada, N. 2002. How Languages Are Learned. Shanghai: Shanghai Foreign Language Education Press.
Long, M.H. 1985. A Role for Instruction in Second Language Acquisition: Task-based Language Teaching. In K. Hyltenstam and M. Pienemann (eds). Modelling and Assessing Second Language Development. San Diego: College Hill Press.
Lynch, T. 1996. Communication in the language classroom. Oxford: Oxford University Press.
Pica, T 1994. Research on Negotiation: What Does it Reveal about Second Language Learning, Conditions, Process, Outcome? Language Learning.493-527
Prabhu, N. 1987. Second Language Pedagogy. Oxford: Oxford University Press
Richards, J. C. & Rogers, T. 1986. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
铩颮ooney,K.2000.Redesign non-task-based materials to fit a task-based framework.The Internet TESLJournal.(5)12
Schmidt,R.W.1983.Interaction,acculturation,and the acquisition of communicative competence:A casestudy of an adult.Social Linguistics and Second Language Acquisition.134-174
Skehan,P 2002.Second Language Acquisition Research and Task-based Instruction.In Willis,J & Willis,D.(eds.).Challenge and Change in Language Teaching.Shanghai:Shanghai Foreign LanguageEducation Press.
Skehan,P.1998.A cognitive Approach to Language Learning.Oxford:University Press.
Stern,H.H.1993.Issues and Options in Language Teaching Shanghai:Shanghai Foreign LanguageEducation Press.
Swain,M.1993.The output hypothesis:Just speaking and writing are not enough.The Canadian ModernLanguage Review.158-164
Vygotsky.L.S.1962.Thought and language.Cambridge:MIT Press.
White,R.V & Arndt,V 1992.Process Writing.London:Longman.
Widdowson,H.G,1978.Teaching Language as Communication.Oxford:Oxford University Press.
William Litterwood,2000.Foreign and Second Language Learning.Beijing:Foreign Language Teachingand Research Press.
William Litterwood,2000.Communicative Language Teaching.Beijing:Foreign Language Teaching andResearch Press.
Willis,J.1996.A Framework for Task-Based Learning.Harlow:Longman
Wilson,J.1986.General Principles in Harper,D(eds.)ESP for the University.London:Oxford UniversityPress.
Zamel,V.1983.The Composing Processes of Advanced ES:Students:Six Case Studies.TESOL Quarterly,17/2,165-187.
Zamel,V.1987.Recent Research on Writing Pedagogy.TESOL Quarterly.21/4,697-715.
蔡兰珍,2001,“任务教学法”在大学英语写作中的应用,《外语界》,第4期:41-46。
程晓堂,2004,任务的定义和类型,《中小学外语教学》,第6期。
铩锕医逃?2001,《全日制义务教育普通高级中学英语课程标准》,北京师范大学出版社。
龚亚夫,罗少茜,2003,《任务型语言教学》,人民教育出版社。
龚亚夫,罗少茜,2003,课程理论、社会建构主义理论与任务型语言教学,《课程·教材·教法》第1期。
郝兴跃,2004,20世纪90年代以来国外语法教学的新趋势,《外语界》,第4期。
李观仪,1995,《具有中国特色的英语教学法》,上海外语教育出版社。
李筱菊,1997,《语言测试科学与艺术》,湖南教育出版社。
廖晓青,2001,任务型教学的理论基础和课堂实践,《中小学外语教学》,第11期:10-12。
刘道义,2003,《全日制普通高级中学教科书》,人民教育出版社。
刘宽平,2003,提高中国学生英语写作能力的有效途径,《外语教学》,第24卷第5期。
刘润清,韩宝成,1999,《语言测试和它的方法》,北京外语教学与研究出版社。
刘森,2001,《作文心理学》,北京高等教育出版社。
鲁子问,2002,任务型教学的课堂程序探讨,《中小学外语教学》,第3期。
祁寿华,2000,西方写作理论,《教学与实践》,上海外语教育出版社。
王立菲,2005,我国英语写作实证研究:现状与思考,《中国外语》,第1期。
王牧群,2004,《交际英语课内外活动设计》,上海外语教育出版社。
王蔷,2004,《英语教学法教程》,高等教育出版社。
魏永红,2004,《任务型外语教学研究》,上海华东师范大学出版社。
夏红梅,2001,任务型教学法给大学英语教学带来的效益,《中国大学教学》,第4期。
杨志刚,2003,对新课程标准实验稿下任务型教学的思考,《基础教育外语教学研究》,第12期。
于飞,张慧芬,1996,写作教学中的“成果教学法”、“过程教学法”、和“内容教学法”浅析,《外语界》,第3期。
余广安,2002,任务型教学的定位与思考,《中小学外语教学》,第6期。
张在新,1995,我国英语写作教学中的主要问题,《外语教学与研究》,第4期。
张正东,2004,谈运用任务型教学的三个问题,《中小学外语教育》,第6期。
周春敏,2002,谈谈高中任务型教学课堂教学设计,《中小学外语教学》,第5期。
朱长松,祝继东,2004,论任务型教学中语言意义和形式的平衡,《人教期刊》,人民教育出版社。
Arnold,J.2000.Affect in Language Learning.Beijing:Foreign Language Teaching and Research Press.
Bolinger,D.1977.Meaning and Form.London:Longman.
Breen,M.1987.Learner contributions to task design.In Candlin and Murphy(eds.),Language LearningTasks.Englewood.Cliffs,NJ:Prentice Hall.International.
Brown,H.Douglas.2001.Teaching by Principles:An interactive Approach to Language Pedagogy.Beijing:Foreign Language Teaching and Research Press.
Bygate,M.,Skehan,P.& Swain,M.2001.Researching Pedagogic Tasks:Second language Learning,Teaching and Testing.Oxford:Oxford University Press,
Canale,M.& Swain,M.1980.Theoretical bases of communicative approaches to second language teachingand testing.Applied Linguistics1:1-47.
Cook,V.2000.Second Foreign Language Learning and Language Teaching.Beijing:Foreign LanguageTeaching and Research Press.
David Nunan.1989.Designing Tasks for the Communicative Classroom.Cambridge:CambridgeUniversity Press.
David Nunan.1991.Language Teaching Methodology:A Textbook for Teachers.Hemel Hempstead:Prentice Hall International.
Ellis,R.1997.The Study of Second Language Acquisition.Oxford:Oxford University Press
Ellis,R.2000.Task-based research and language pedagogy Language Teaching Research 4(3):193-200
Flower,L.& Hayes,J.R.1981.Cognitive process theory of writing.College composition andcommunication.
Halliday,M.A.K.1978.Language as Social Semantic:The Social Interpretation of Language and Meaning.Edward Arnold Ltd.
Heaton,J.B.2000.Writing English language Tests.Beijing:Foreign Language Teaching and ResearchPress.
Horowitz,D.1986a.Process,Not Product:Less Than Meets the Eye.TESOL Quarterly 141-144.
Horowitz, D. 1986b. What Professors Actually Require: Academic Tasks for the ESL Classroom. TESOL Quarterly. 445-462
Hymes, D. H. (1972b). On communicative competence in J. B. Pride and J. Holmes: Sociolinguistics. Harmondsworth: Peguin: 269-293.
Johns, A. 1990. L1 Composition Theories: Implications for Developing Theories of L2 Composition. In Kroll. B(eds.).
Krashen, S. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon. Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Keith Johnson, 2002. An Introduction to Foreign Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
Foley, J. 1991.Psycholinguistic framework for task-based approaches to language teaching. Applied Linguistics. 12: 62-75
Foster, P. and Skehan, P. 1996. The influence of planning and task type on second language performance. Studies in Second Language Acquisition. 18: 229-323
Foster, P & P. Skehan, 1994. The influence of planning on performance in task-based learning Paper presented at the British Association of Applied Linguistics, Leeds.
Larsen-Freeman. 1986. Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
Lightbrown, M. and Spada, N. 2002. How Languages Are Learned. Shanghai: Shanghai Foreign Language Education Press.
Long, M.H. 1985. A Role for Instruction in Second Language Acquisition: Task-based Language Teaching. In K. Hyltenstam and M. Pienemann (eds). Modelling and Assessing Second Language Development. San Diego: College Hill Press.
Lynch, T. 1996. Communication in the language classroom. Oxford: Oxford University Press.
Pica, T 1994. Research on Negotiation: What Does it Reveal about Second Language Learning, Conditions, Process, Outcome? Language Learning.493-527
Prabhu, N. 1987. Second Language Pedagogy. Oxford: Oxford University Press
Richards, J. C. & Rogers, T. 1986. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
铩颮ooney,K.2000.Redesign non-task-based materials to fit a task-based framework.The Internet TESLJournal.(5)12
Schmidt,R.W.1983.Interaction,acculturation,and the acquisition of communicative competence:A casestudy of an adult.Social Linguistics and Second Language Acquisition.134-174
Skehan,P 2002.Second Language Acquisition Research and Task-based Instruction.In Willis,J & Willis,D.(eds.).Challenge and Change in Language Teaching.Shanghai:Shanghai Foreign LanguageEducation Press.
Skehan,P.1998.A cognitive Approach to Language Learning.Oxford:University Press.
Stern,H.H.1993.Issues and Options in Language Teaching Shanghai:Shanghai Foreign LanguageEducation Press.
Swain,M.1993.The output hypothesis:Just speaking and writing are not enough.The Canadian ModernLanguage Review.158-164
Vygotsky.L.S.1962.Thought and language.Cambridge:MIT Press.
White,R.V & Arndt,V 1992.Process Writing.London:Longman.
Widdowson,H.G,1978.Teaching Language as Communication.Oxford:Oxford University Press.
William Litterwood,2000.Foreign and Second Language Learning.Beijing:Foreign Language Teachingand Research Press.
William Litterwood,2000.Communicative Language Teaching.Beijing:Foreign Language Teaching andResearch Press.
Willis,J.1996.A Framework for Task-Based Learning.Harlow:Longman
Wilson,J.1986.General Principles in Harper,D(eds.)ESP for the University.London:Oxford UniversityPress.
Zamel,V.1983.The Composing Processes of Advanced ES:Students:Six Case Studies.TESOL Quarterly,17/2,165-187.
Zamel,V.1987.Recent Research on Writing Pedagogy.TESOL Quarterly.21/4,697-715.
蔡兰珍,2001,“任务教学法”在大学英语写作中的应用,《外语界》,第4期:41-46。
程晓堂,2004,任务的定义和类型,《中小学外语教学》,第6期。
铩锕医逃?2001,《全日制义务教育普通高级中学英语课程标准》,北京师范大学出版社。
龚亚夫,罗少茜,2003,《任务型语言教学》,人民教育出版社。
龚亚夫,罗少茜,2003,课程理论、社会建构主义理论与任务型语言教学,《课程·教材·教法》第1期。
郝兴跃,2004,20世纪90年代以来国外语法教学的新趋势,《外语界》,第4期。
李观仪,1995,《具有中国特色的英语教学法》,上海外语教育出版社。
李筱菊,1997,《语言测试科学与艺术》,湖南教育出版社。
廖晓青,2001,任务型教学的理论基础和课堂实践,《中小学外语教学》,第11期:10-12。
刘道义,2003,《全日制普通高级中学教科书》,人民教育出版社。
刘宽平,2003,提高中国学生英语写作能力的有效途径,《外语教学》,第24卷第5期。
刘润清,韩宝成,1999,《语言测试和它的方法》,北京外语教学与研究出版社。
刘森,2001,《作文心理学》,北京高等教育出版社。
鲁子问,2002,任务型教学的课堂程序探讨,《中小学外语教学》,第3期。
祁寿华,2000,西方写作理论,《教学与实践》,上海外语教育出版社。
王立菲,2005,我国英语写作实证研究:现状与思考,《中国外语》,第1期。
王牧群,2004,《交际英语课内外活动设计》,上海外语教育出版社。
王蔷,2004,《英语教学法教程》,高等教育出版社。
魏永红,2004,《任务型外语教学研究》,上海华东师范大学出版社。
夏红梅,2001,任务型教学法给大学英语教学带来的效益,《中国大学教学》,第4期。
杨志刚,2003,对新课程标准实验稿下任务型教学的思考,《基础教育外语教学研究》,第12期。
于飞,张慧芬,1996,写作教学中的“成果教学法”、“过程教学法”、和“内容教学法”浅析,《外语界》,第3期。
余广安,2002,任务型教学的定位与思考,《中小学外语教学》,第6期。
张在新,1995,我国英语写作教学中的主要问题,《外语教学与研究》,第4期。
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