摘 要

在20世纪80年代，任务型教学法逐渐兴起。与传统的教学方法不同，任务型教学法是通过使用目标语言来完成任务。教师是课堂的主导，学生使用目标语言来完成任务，通过不断完成任务来提高学生的语言能力。任务型教学法强调的是在学习过程中关注语言的意义，使学习者真正做到在“做”中学，在“学”中做。它以开展任务的方式教学，鼓励学生积极参与到活动中去，互相交流，相互合作，这样来提高学生的创造性，也能实际地运用语言，感知语言的意义。
初中作为学生生涯中的一个重要的阶段，英语口语在初中的教学中存在很多问题。我国的英语教学在面对考试压力的情况下，只注重阅读、写作等与考试紧密相关的内容，容易忽视口语教学；在英语口语教学课堂中，教学方式比较单调，与生活脱节，导致学生不愿意学口语。本文主要探讨任务型教学法的定义，理论基础以及意义，分析现在中国的初中英语口语教学模式，探讨在初中英语口语教学中实施任务型教学法能否解决在口语教学中存在的问题以及解决方法，从而为任务型教学法在更大范围内的口语教学应用提供一定的证据。
本文选取的调查对象是南京武家嘴实验学校初一的60名学生，年龄在13-14岁，采用任务型教学法在英语口语课上进行了六周的实验，并采用调查问卷的方法对老师和学生双方在实验中的反馈进行了调查，根据收集到的数据进行分析，得出结论是任务型教学法比较适合中国现在的教学环境，对学生口语能力的提高是有帮助的，但是它在中国的全面实施仍然存在困难，需要我们不断去探索，不断适应。

关键词：任务；任务型教学法；英语口语教学

Contents

1.Introduction 1

2. An Introduction to Task-based Approach 3

2.1. The Definition of Task-based Approach 3

2.2. The Origin of Task-based Approach 5

2.2.1. Communicative Teaching 5

2.2.2. Constructivism 5

2.2.3. Humanistic Learning 6

2.3. The Significance of Task-based Approach 8

3. A Survey on the Application of Task-based Approach to Oral English Teaching 9

3.1. The Purpose of Research 9

3.2. The Subject of Research 9

3.3. The Process of Research 10

3.4. Data Analysis on Feedbacks 11

3.4.1. Data Analysis of Students 11

3.4.2. Data Analysis of Teachers 12

4. Conclusion 13

Bibliography................................................................................................................14

Appendix.....................................................................................................................15

Appendix I...................................................................................................................15

Appendix II.................................................................................................................17

Appendix III................................................................................................................19

A Study on Task-based Approach to Oral English Teaching at a Junior High School in Nanjing

1.Introduction

Task-based Approach came into being in the 1980s and has been gradually developed as a kind of teaching method in the field of language teaching. It advocates task-based teaching, expecting the language learners to organize and use the target language to complete the task, so as to achieve the combination of learning and use. Language, as a tool of communication, is used to create and maintain social relations among people. The language communication is not only words communication but also verbal communication to a larger extent.

With the development of the world, English has become one of the most widely-used language tools for communication among different countries. Although the new curriculum standards of junior high school in our country make clear requirements for students’ English level, , there are a lot of problems in junior high school oral English teaching for various reasons. Under the exam-oriented teaching system, teachers only focus on students' scores, attaching great importance to words and grammar in exams. Oral English teaching has not been emphasized. Some teachers realized the importance of oral English, consciously strengthening oral English teaching at classroom, but the teaching methods are boring, and they are not good at using textbooks to design suitable plans for oral English teaching. Besides, it is difficult for teachers to create a pure language environment in English, so that teachers cannot effectively improve the students’ enthusiasm to speak English. In the long term, students may fear to speak English and will have no motivation to learn English so that they cannot improve oral English ability, which is a vicious circle.

Prabhu (1987) believes that tasks are activities where learners make conclusions based on the provided information with thinking methods. Students receive teacher’s control and adjustment of the thinking process when completing tasks. Prabhu laid special stress on two points: “thinking process” and “some sort of conclusion or result”. Language is not an activity with simple tasks, but an activity where learners will experience thinking process including analysis, comparison and judgment. In addition, some sort of conclusion or result is an indispensible element in the task. Therefore, it cannot be deemed as tasks when students are asked to read dialogues, because there is no definite conclusion or result after the activity.

Willis (1996) thinks that task is an activity where learners use the target language for a communicative purpose.”

Skehan (1988) thinks that task is an activity where sensation plays the most important role. Contents of the activity are closely connected with our life, and sensation is the standard to evaluate the task result.

However, Nunan (1989) thinks that from the perspective of communicative purpose, tasks require learners to use the target language to comprehend, operate, output, and constantly communicate in the classroom teaching activities. In these activities, learners’ attention is mainly focused on the use of grammar knowledge to express meanings. We are not trying to deny the significance of grammar, however meaning expression should be superior to the language form in practice of oral English. At the same time, Nunan believed a task should have an integral course, including commencement, progress and result.