摘 要

任务型教学是一种语言型教学方法，它起始于19世纪80年代。要求教师在教学过程中根据教学材料来设计任务,学生则是尽他们最大的努力去解决问题，完成任务。英语教学中，小学的阅读教学显得尤为重要。在阅读课堂中最为重要的就是培养和提高学生对英文语篇的理解能力。目前，很多英语老师及教育学家都在提倡实行任务型教学。但是，在中国，任务型教学并没有得到很好的应用和发展，在课堂教学中的实际运用比较少。因此，在英语教学中融入任务型教学方法是非常有必要的，特别是要运用于我们的英语阅读教学当中去，因为，英语阅读在我国的英语教学中扮演着非常重要的角色。本文一共分成五个部分。第一部分主要介绍了该论文的研究背景和意义，理论和实践的重要性等；第二部分介绍了任务型教育的国内外研究，任务型阅读的定义，及几种任务型教学的理论模型；第三部分主要是将理论运用到实践中，通过一定的实验，前测、后测、问卷调查等研究方法获得实验数据；第四部分是对实验结果进行的分析；第五部分阐述了实验结果和发现，及一些建议与不足。

关键词：任务型教学；英语阅读；阅读兴趣；阅读能力

Contents

1 Introduction 7

2.1 Task-based language teaching 8

2.1.1 The definition of task 8

2.1.2 The definition of task-based language teaching 8

2.2 Theoretical Basis of TBLT 9

2.2.1 Constructiveness 9

2.2.2 Second Language Acquisition Theory 9

3 Research Design 11

3.1 Subjects 11

3.2 Methods 12

3.3 Experiment Procedure 12

3.3.1 Pre-test 12

3.3.2 The Teaching Procedure of the Experimental Class 13

3.3.3 The teaching procedure of control class 14

3.3.4 Post Test 15

4 Results and Discussion 16

4.1 Analysis of Questionnaires 16

4.2 Analysis of Tests 17

4.3 Summary 18

5 Conclusion 19

5.1 Findings 19

5.2 Suggestions 19

5.3 Limitations 20

Works Cited 21

Bibliography 22

A Study of the Application of Task-based Reading Strategy in Primary School English Classes——A Case Study of Gulou No.1 Primary School in Nanjing

1 Introduction

As we all know, the ability of reading in English is one of the most important skills for students to master. Reading is one of the most effective ways to get information. It has occupied a large proportion in any set of English papers, so English reading is particularly important. However, the efficiency of reading is influenced by vocabulary, reading skills, the ability of logical analysis and summary, cultural background knowledge and other factors. These factors are often seen to slow the student’s reading speed, and they cannot understand the meaning of the article. Teachers have realized that linguistic deficiency is one of the factors that might have caused students’ poor reading comprehension. So, how to solve these problems in English reading?

In order to solve the problem, an experiment is carried out. The research is carried out by teachers who teach English in Gulou No.1 primary school due to my limited ability. I am a senior student so I couldn’t conduct the experiment by myself. The students are all come from two classes: class1 and class 2. Class 1 is experimental class and class2 is the controlled class. The experimental class is taught by task-based language teaching method. And the controlled class is taught by the traditional teaching method. And my analysis is according their experimental data.

Task-based language teaching method has been introduced to the teaching of English reading. It is believed that this teaching method can effectively provide the four language learning conditions and integrate four skills together in the language classroom (Willis, 1996). The task-based approach in classroom is learner-centered, and can combine the theory and practice together.2 Theoretical framework

2.1 Task-based language teaching

Task-based approach is a kind of language teaching model which has an important influence since the 1980s. Task-based teaching is the teaching of teachers by guiding language learners to complete tasks in the classroom. In the classroom, the teacher design learning tasks according to the specific learning content, while the students are divided into groups to participate in the discussion and other forms of completion of the task.

2.1.1 The definition of task

We can find that, the definitions of task are different. Rod Ellis defined task according to the time sequence in “Task-based Language Learning and Teaching” in 2003. Different definitions of task have been given from different perspectives by applied linguists and researchers such as Richard, Piatt and Weber (1986), Breen (1987), Nunan(1989), Bygate, Skehan and Swain (2001). Richards, Platt and Weber (1985) said that, task is a kind of reaction. For example, you can draw a house with a window when you listen to the tape. You need the teacher’s guidance to finish the task. Long pointed out: "from the view of non-technology and nonlinguistic, the task is people's daily work, life to repeat a variety of activities, including such as paint fence, fill in a form, give the child dress, shoes, booking, library and other things"(1985, 89) He believed that the various activities people encounter in the real world can be regarded as tasks. Skehan thought the task should have the following characteristics: it belongs to the need to solve the problems of communication, and closely linked with real life, with practical significance; mission designers should consider whether the task has operability and whether the final completion has "attention and evaluation to complete the tasks" (95).

2.1.2 The definition of task-based language teaching

Task-based teaching is the specific task as the learning motivation, to complete the task as the learning process, and to demonstrate the achievement of the task (rather than test scores) to reflect the teaching results. These tasks reflect real-world tasks. The four important conditions of task-based teaching model of Jane Willis in language learning are taken as the foundation, namely: language contact, language use, language teaching and learning motivation.

2.2 Theoretical Basis of TBLT

Task-based approach came out in the 1980s; it was derived from the communicative teaching, based on many solid theoretical foundations. The core of task-based language teaching is “learner-centered” and “human-oriented”. It is based on the current popular theory constructiveness. Task-based language teaching embodies the dynamic linguistic research, also contains Piaget’s cognitive development theory as well as Bruner’s discovery learning theory and social learning theory.