The Application of Task-Based Approach in English Grammar Teaching in Junior High Schools 任务型教

本科生毕业论文设计XXXXXX

题目：任务型教学法在初中语法教学中的应用

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完成日期2013年5月8日

The Application of Task-Based Approach in English Grammar Teaching in Junior High Schools

BY

A Thesis Submitted to Department of English

Language and Literature in Partial

Fulfillment of the

Requirement for the Degree of B.A in English

At XXX University

May 8th, 2013

XXXX大学本科毕业论文（设计）任务书

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论文（设计）题目：任务型教学法在初中英语语法教学中的应用

学院：外国语学院专业：英语教育班级： 2007级英语教育2班学生姓名： XXX学号： XXXXXX 指导教师： XXX 职称：副教授

1、论文（设计）研究目标及主要任务

通过比较传统英语语法教学法和任务型教学法突出将任务型教学法应用于英语语法教学的优越性，必要性和科学性。然后详细介绍应用任务型教学于初中英语语法的相关理论知识。

2、论文（设计）的主要内容

本论文共包括五章，第一章简单介绍初中英语写作研究现状，存在的问题以及进行此论题的必要性。第二章，第三章和第四章为论文的主体部分，其中第二章阐述任务型教学法的基本理论知识。第三章比较传统语法教学法与任务型语法教学。第四章详细介绍任务型语法教学的过程，教师学生的角色和能力要求。第五章总结本论文指出本论文的局限性以及为未来研究提出建议。

3、论文（设计）的基础条件及研究路线

任务型教学法形成于 20世纪80年代，广大学者、教育家对其进行了理论研究。目前已形成比较完善成熟的理论知识，并被广泛应用于语法教学实践中。本论文主要研究任务型教学法在初中英语语法教学中的应用。

4、主要参考文献

Corony Edwards and Jane Willis.2009.Teachers Exploring Tasks in English Language Teaching.Beijing:Higher Education Press.

David Nunan,2007.Practical English Language Teaching:Grammar.Beijing:Higher Education Press.

Nunan, D.1989. Designing Tasks for the Communicative Classroom. New York: Cambridge University Press.

Willis, J. 1996. A Framework for Task-based Learning London: Longman

指导教师：年月日

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注：一式三份，学院（系）、指导教师、学生各一份

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XXXX大学本科生毕业论文（设计）文献综述

Abstract

With the increasing of the international communication, people pay more attention to the cultivation of the communicative ability in English language learning. Therefore, grammar, as the most important means in communication is laid more and more emphasis on. In order to improve students’ grammar ability, the National New English Curriculum Syllabus advocates that applying task-based approach should be adopted in English classes. This approach has become popular since the mid-1980 in grammar teaching. However, some teachers still adopt the traditional teaching methods and some teachers know little about the specific theories of Task-based approach. Therefore, the purpose of this thesis is to prove that the application of Task-based approach is necessary and scientific in English language teaching and learning. Through comparing the traditional grammar teaching methods and Task-based approach, the paper proves the advantage of Task-based approach. And it summarizes the principles of designing tasks, the teaching procedure and the roles and abilities of teachers and students in Task-based approach according to the present Task-based theories. In the end, the paper encourages teachers to apply Task-based approach into English grammar teaching in junior high schools.

Key Words: Task-based Approach English grammar teaching Junior high school

摘要

随着国际交流的日益频繁，人们日益注重交际能力的培养。因此在交际中发挥着重要作用的语法也越来越受到重视。为提高语法能力，《初中英语新课程标准》提倡将19世纪80年代中期兴起的任务型教学法应用于语法教学。然而,有些老师依旧采用传统英语教学法，而有些老师虽对任务型教学法的名称耳熟能详，但对其任务设计、具体操作等具体理论知之甚少，导致教学效果收效甚微。本文旨在论证应用任务型教学法的必要性和科学性以及阐述其相关理论。本文通过对传统英语语法教学法和任务型教学法进行比较，突出了任务型教学法的优越性，并通过对现有理论的研究，对任务设计原则、课堂基本教学步骤、师生在课堂教学中扮演的角色以及应具备的能力进行了总结。最后鼓励教师将任务型教学法灵活应用于初中语法教学。

关键字:任务型教学法英语语法初中

Table of contents

Abstract in English (ⅲ)

Abstract in Chinese (ⅳ)

Chapter1. Introduction (1)

Chapter2. Theoretical Researches on Task-based Approach (5)

2.1 Definition of TBA (5)

2.1.1 Definitions of Task (5)

2.1.2 Components of a Task (6)

2.1.3 Types of Tasks (7)

2.1.4 Components of the TBA Framework (7)

2.2 Principles of Designing Tasks (8)

2.2.1. The Authenticity of Principles (9)

2.2.2. The Form-function of Principles (9)

2.2.3. The Task-Dependency and the Task-Chain Principle (10)

2.2.4. The Principle of Learning by Doing (11)

Chapter3. Comparison of English Grammar Teaching Between Traditional

A p p r o a c h a n d T B A (12)

3.1 Difference in Teaching Objectives (12)

3.2 Difference in Teaching Organizat ional Form (13)

3.3 Difference in Teaching Context (14)

3.4 Difference in Evaluation (14)

Chapter4. Application of TBA in English Grammar Teaching in Junior High Schools (16)

4.1 Teachers and Students in TBA (16)

4.1.1The Roles of the Teacher and Students in TBA (16)

4.1.1.1The Role of the Teacher in TBA (16)

4.1.1.2The Role of Students in TBA (18)

4.1.2 Teachers’ and Students’ Abilities in TBA (19)

4.1.2.1. Teachers’ Abilities in TBA (20)

4.1.2.2. Students’ Abilities in TBA (21)

4.2 The Process of TBA in En glish Grammar Application (22)

Chapter5. Conclusion (25)

Bibliography (28)

Chapter 1 Introduction

English is one of the most widespread and important language in international communication. Since China joined into WTO, English has become more and more popular and important in China. The more important English is the more attention people pay to English learning and teaching. Among English learning and teaching, the productive and receptive abilities take important position, for they are the two basic aspects to evaluate English learning and teaching. The productive abilities are further divided into speaking ability and writing ability. Then English grammar, as basis of the speaking ability and writing ability, plays the most important role in communicating with other countries. However, it is well known that grammar is the hardest to learn and teach, so it is the most tough and necessary task for language teachers to teach English grammar, especially in junior school which requires students to have the English speaking ability and writing ability for communication. It is also vital for teachers to explore and apply a suitable and effective teaching method into grammar teaching in junior high school.

There are many kinds of grammar theories and pedagogies proposed by famous scholars, among which three teaching approaches have been commonly applied in grammar class in junior high school in recent years. The three traditional teaching approaches are prescriptive and descriptive approach, transformational-generative approach and functional approach. They would be introduced in details in the following.

Firstly, in 1982, some grammarians distinguish between prescriptive grammars and descriptive grammars. A prescriptive grammarian specifies what is right and what is wrong. A descriptive grammarian tries to avoid making judgments about correctness, and concentrates on describing and explaining the way people actually use language. Descriptive linguists who research grammar are concerned with describing how the language is used rather than prescribing how it should be used. However, many problems stem from the fact that traditional grammatical descriptions and terms were inherited from the grammars of classical languages such as Greek and Latin, and did not really suit the analysis of English. Traditional grammar also fails to

distinguish between the way a word is formed and how it functions with a sentence.

Secondly, in Chomsky’s Universal Grammar in 1996, Chomsky developed the transformational-generative grammar. For Chomsky, a grammar is an abstract set of rules for specifying grammaticality. It is therefore concerned with investigating the internal structure of the human mind rather than with communication. Chomsky argued that grammar was independent of meaning. While transformational-generative grammar has had a major influence on linguistic research, it has had relatively little impact on the teaching of grammar. In fact, Chomsky specifically denied any relevance of his approach in pedagogy.

Thirdly, in Teaching English as a Second or Foreign Language in 2001, Larsen-Freeman puts that the functional grammar makes a certain kind of grammar. Those who subscribe to functional grammar, reject this separation of form and meaning. The aim of these grammarians is to show how form, meaning, and use are interrelated. To achieve this aim, we need to ask how a given sentence or utterance is formed, what it means, and when/why it is used. Its core idea is the communication purpose. They suggest that some functional grammar is difficult to see that the focus of the message changes and make teaching lack of flexibility.

In summary, the three approaches all have shortcomings. In this case, it is urgent and necessary to apply a more suitable and effective approach to English grammar teaching for English teachers and students.

Since the mid-1980s when the Task-based approach (TBA) was done and was carried out in the classroom in India, the approach has been popular with teachers and educators. Task-Based approach is a method of instruction under Communicative Approach, which stresses taking various tasks as the center of the language teaching. According to Littlewoods (1992), Task-Based approach stresses student-centered, team working, communicating and acquisition of language. Therefore, the author believes that Task-Based approach overcomes the shortcomings of the three traditional grammar teaching approaches and tries to compare their difference.

The National New English Curriculum Syllabus(2001) which advocates developing students’ integrated abilities equally requires junior high school students

to achieve the following grammar requirements: firstly, students are able to write and say a coherent and well-organized short article and narrate things or express their ideas and attitude in correctly English grammar. Secondly, students are able to summarize a text in correctly grammar. Thirdly, students are able to write short articles or reports according to the directions in correctly grammar. Fourthly, students are able to express ideas smoothly and write standard articles in correctly grammar.

In addition, the National New English Curriculum Syllabus (2001) advocates the application of TBA, and some teachers do apply TBA into classroom teaching. However, there are still seldom students who can meet the grammar requirements. Some students in junior high school complain that they have fewer opportunities to express and discuss their ideas. There are two main reasons for this phenomenon. One reason is that some teachers still apply traditional grammar teaching methods into classroom teaching. The other reason is that teachers who adopt TBA don’t apply it correctly. They are lack of the specific knowledge of TBA, for instance, the process of the classroom under TBA. Therefore, the purpose of the thesis is to give a clear illustration about the TBA theories.

The thesis contains five parts in all. In the first chapter, it introduces the necessity of the study and the background information which contains the main problems and traditional teaching approaches in teaching junior high school English grammar. In the second chapter, there are two parts. In the first part, it presents the theory about Task-based approach. And in the second part, it introduces the important principles of designing tasks in detail, including the principle of authenticity, the form-function principle, the task-dependency and task-chain principle and the principle of learning by doing. In the third chapter, it compares the differences between the traditional English grammar teaching approaches and the Task-based approach, which includes the difference in teaching objectives, teaching organizational form, teaching context, and teaching evaluation. In the forth chapter, there are two parts. Firstly, it presents theories about teachers and students in Task-based approach, including the roles and abilities of teachers and students. Secondly, it introduces the common grammar teaching procedure under the guide of

TBA. In the fifth chapter, make a conclusion of the thesis and give some suggestion for future studies.

Chapter 2 Theoretical Researches on Task-based Approach

2.1 Definition of TBA

TBA is a method under Communicative Approach which emphasizes taking various tasks as the center of the language teaching.

2.1.1 Definitions of Task

In the classroom under TBA, students are first to consider how to finish the task rather than learning some language forms. Therefore ‘task’ is the key term in T BA. That is to say, the understanding of the definition of ‘task’ affects the understanding of TBA. Since 1980s, a lot of scholars have given a definition for task in linguistic field, such as Long, (1985),Richard, (1986), Nunan, (1989), Willis, (1996), Brown (2001), Ellis,(2003) and Littlewoods,（2002）and so on. However, owing to the difference of academic background, research purposes and methods, different scholars and researchers have different definitions for ‘task’. Even the same scholar has different definitions in different periods. There are a great number of definitions on ‘task’, but it needn’t to list all of them out. Some respective definitions would be listed in the following:

Long(1985)suggests that task is to do something for themselves or for others with paying or without paying, such as drawing pictures, building houses and playing balls.

Richards (1986) defines that task is an activity or action which learners carry out on the basis of understanding language, for instance, drawing a map according to the instructions. The task requires teachers to give specific criterions which are used to judge weather students achieve the goal successfully.

Prabbu (1987) gives a definition that a task is an activity or action in which learners achieve a certain conclusion or product after thinking and analyzing the provided information. During the process of completing the task, the learner can control and adjust their thinking.

Willis (1996) defines that a task is an activity in which learners communicate in

the target language with the purpose of achieving an outcome.

Brown suggests that “a task usually refers to a specialized form of technique or series of techniques closely allied with communicative curricula, and as such must minimally have communicati ve goals.”(Brown, 2001:129)

From the above definitions, it can be summarized that they are really different in some aspects, but there still are some things in common. Firstly, task is an activity or a job people do in their daily life. Secondly, students lay more emphasis on language meaning in tasks. Thirdly, through completing tasks students can improve their communicative ability. Finally, the evaluation of tasks is in terms of outcomes.

2.1.2 Components of a Task

Just as making definitions for tasks, many scholars have made efforts to identify the elements of a task. Among the scholars, Nunan (1989) hold the view that a task in TBA is made up by five components.

1. Goals: The goal of TBA is to develop students’ communicative ability, including discourse competence, sociolinguistic competence and strategic competence.

2. Input: Input refers to the material which learners deal with in or out of the classroom. Input resources include newspaper, magazines, novels, films, songs, student works and so on.

3. Activity: Activities refer to tasks in which learners do with the input materials. But activities are not exercises.

4. Teacher/student role: It refers to the part that students and teachers play in the classroom under the guide of TBA. Usually, teachers are facilitators, organizers and monitors and sometimes are the partner of students. Students are the center of TBA. They are participants and communicators of the tasks which are to send and receive information in group work and pair work.

5. Setting: Setting refers to the classroom instruction context designed for the tasks. Teachers also should consider that weather the tasks are carried out in or out of the classroom, partly or wholly. Nunan (1989) suggests that the setting should be real

and natural so that students can perform as if they are using language in real world.

2.1.3Types of Tasks

Willis (1996) classifies tasks into six main types. They are listing, ordering and scoring, comparing, problem-solving, sharing personal experiences and creative tasks. Different types of tasks include different activities and outcomes, for example, in listing tasks, the activities are brainstorming and fact-finding and so on. And the outcomes are a completed list or a drafted mind map in listing. While in the creative tasks, the activities are combination of listing, ordering and sorting, out-of–class research, comparing and problem solving and so on. And the outcome is end product appreciated by a wider audience than students who produced it. In addition, Different types of task should be designed for students of different English levels, for instance, listing is suitable for beginners while creative tasks are fit to students with a higher level of English.

2.1.4Components of the TBA Framework

Jane Willis (1996) broke TBA into three sections which are the pre-task, the task cycle, and the language focus.

Pre-task: In this stage, teachers introduce the topic and tasks to students and try to stimulate students’ interest for the topic. At the same time, teachers should highlight the useful or difficult words and phrases so that students can understand the task introduction clearly.

Task cycle: It can be further divided into three steps: task, planning and report.

In task step, students try their best to complete the tasks under the monitoring of the teacher. In the planning step, students make preparation in pairs or groups for the report which would present the procedure and conclusion of their tasks in oral or written form. In the reporting step, some groups are chosen to report how well they complete their tasks or all groups exchange their written reports and make comments on their outcomes. During this step, teachers perform as an evaluator to judge students’ performance.

Language focus: During this section, students drill the language form which has been used in the tasks. At the same time, teachers should provide some consolidation exercises so that students can master the pronunciation, form, and usage of the target language, especially the hard or serviceable words and phrases.

2.2Principles of Designing Task

“Task–based Approach offers the opportunity for “natural” learning inside the classroom. It emphasizes meaning over form but can also cater for learning form.”(Rod Ellis, 2003) That is to say, TBA offers authentic or close to authentic situations for students in which they can acquire the target language naturally. Therefore when teachers are thinking and designing the tasks or activities, it is vital to consider the characteristics of the learning process and the TBA teaching. According to David Nunan (1991), the language teaching under the guide of TBA has five characteristics. They are:

1.Emphasizing on the cultivation of the communicative ability in the target

language.

2.Introducing the authentic materials into the learning situation.

3.Focusing on the meaning as well as the language forms.

4.Treating the learners’ personal experience as an important part of the

classroom learning.

5.Learning language not only in the classroom but also outside of the

classroom.

During the process of designing tasks, teachers also should consider how the learners put the tasks into practice and what kind of tasks and input data students need to dispose. In a word, teachers also need take the characteristics of the learning process into consideration.

Kumaravadivelu (1993) suggests that “when teachers are designing learning tasks, they have to consider and follow some psycholinguistic principles.” The language learning process has the following characteristics:

“1.It is subconscious;