摘 要

如今，很多学校已经使用了任务型教学法。在大学英语课堂上，任务型教学法起了很大的作用，但同时也存在不少问题。互联网时代，网络技术在教学中的应用为解决这些问题提供了帮助，因此很多大学开始进行网络环境下的大学英语课堂任务型教学法实验。与传统的大学英语教学法相比，网络环境下，大学英语课堂上任务型教学法的使用给教师和学生带来了更多的好处，提高了教学效果和学习效率。本文将采用个案研究的方法来观察分析一堂大学英语课，以期帮助人们更好地了解任务型教学在网络环境下的具体运用情况。

关键词：任务型教学；网络环境；大学英语教学

Contents

1. Introduction...............................................................................................................1

2. Demonstration...........................................................................................................3

2.1Overview of Task-based Teaching............................................................................3

2.1.1The Definition of Task-based Teaching..................................................................3

2.1.2 Theoretical Analysis of Task-based Teaching.......................................................3

2.1.3 The Principles of Task-based Teaching.................................................................4

2.2 Integration of Network Environment and Task-based Teaching..............................6

2.2.1 The Auxiliary Function of the Network................................................................7

2.2.2 The Theoretical Basis of the Integration...............................................................7

2.2.3 The Necessity and Practicability of the Integration..............................................8

2.3 Design of the Case Study..........................................................................................9

2.3.1 The Subject of the Case Study...............................................................................9

2.3.2 Research Process ................................................................................................10

2.3.3 Data Collection and Analysis..............................................................................10

3. Conclusion................................................................................................................13

Works Cited 15

Bibliography 16

A Study on the Application of Task-based Teaching Theory in College English Teaching under Network Environment

1. Introduction

The task-based teaching theory was forwarded in 1979. N.S.Prabhu first conducted a communicative teaching experiment (Bangalore Project) in a high-tech zone in India and put forward a lot of task types. Then, he designed the learning content as various communicative tasks. Students could learn the language points or knowledge points by completing those tasks. This experiment can be seen as the first try of teaching design.

In the research conducted abroad, Skehan (1998) put forward objectively five main characteristics of the task. The meaning is in the first place; Secondly, a certain communication problem needs to be solved; Thirdly, the task is related to the real world; Fourthly, the task should be completed firstly; Fifthly, the evaluation of the task should be based on the execution of the task(Skehan 122-126). And task-based teaching method (task-based approach) is one of the communicative teaching methods. Its main theoretical basis is “input hypothesis and interaction”. Swain (1985) believed that a learner cannot be successful if he only has understood input without language output. Input and output are equally important in the process of language learning. What’s more, Willis (1996) put forward five principles of the application of task-based teaching, and designed task-based teaching model according to the five principles(Willis 111).

Many domestic scholars introduced the theory of task-based language teaching completely and systematically. Professor Xia Jimei and others from Zhongshan University published an article in 1998 entitled “The Theoretical Fundation of the ‘Problem Teaching Method’ and ‘Task-Based Teaching’ and the Comparison of Their Models”. This paper introduced and analyzed the concept of task-based language teaching in detail. In 2003, Gong Yafu and Luo Shaoqian introduced the theoretical basis of task-based language teaching, the definition of the task, the principles and characteristics of task-based language teaching, the relationship between the task and the teaching goal, and the relationship between the task and behavior performance assessment, etc. in their Task-Based Language Teaching(Gong amp; Luo 2003).