以任务型教学法促进大学英语口语课中的课堂互动摘要：英语课堂教学是一种交互的言语活动。研究表明，良好的课堂互动对于提高学生的英语水平起着非常重要的作用，并且，课堂互动也是评估教师教学质量的一个重要标准。近年来，中国的英语教师逐步意识到了课堂互动的重要性。他们开始摒弃原来的“满堂灌”的教学模式，试着采用任务型教学法，以给予学生更多的课堂参与的机会，从而达到提高学生英语口语水平的目的。任务型教学法是20世纪80年代外语教学研究者经过大量研究和实践提出的一种具有重要影响语言教学方法。任务型语言教学旨在把
以任务型教学法促进大学英语口语课中的课堂互动
摘要：英语课堂教学是一种交互的言语活动。研究表明，良好的课堂互动对于提高学生的英语水平起着非常重要的作用，并且，课堂互动也是评估教师教学质量的一个重要标准。近年来，中国的英语教师逐步意识到了课堂互动的重要性。他们开始摒弃原来的“满堂灌”的教学模式，试着采用任务型教学法，以给予学生更多的课堂参与的机会，从而达到提高学生英语口语水平的目的。
任务型教学法是20世纪80年代外语教学研究者经过大量研究和实践提出的一种具有重要影响语言教学方法。任务型语言教学旨在把语言教学真实化，使学生在有目的的交际活动中来学习和应用语言。
目前，国内大部分任务型教学研究侧重于该教学模式在英语阅读和写作方面中的运用，却很少有涉及任务型教学在大学英语口语教学中的应用。因此，本文旨在探讨如何在大学英语口语教学中有效地应用任务教学法，提高学生的口语能力。本文采用的研究方法是文献综述法、实验法和问卷调查法。
通过任务型教学法应用后的课堂效果的观察分析结合问卷调查和访问的统计分析，表明任务型教学法是一种以人为本的、有效的教学方法，能有效地提高学生的英语口语能力，激发学生学习口语的兴趣和调动他们的学习积极性，从而提高他们的英语口语水平。
关键词：任务型教学法； 大学英语口语； 课堂互动
The Application of Task-based Teaching Methodology in Promoting Classroom Interaction in College Oral English Class
Abstract: English teaching is an interactive language activity. Researches have proved that classroom interaction plays an important role in improving students’ English proficiency. What’s more, its impact upon the evaluation of teaching effectiveness has been fully recognized. English language teachers in China have begun to realize the importance of classroom interaction in English learning in recent years. In order to improve students’ oral English competence, the teachers are turning their previous traditional teaching model to task-based approach which can provide students with more classroom participation opportunities.
The task-based teaching methodology (TBT), which is based upon a great deal of research done by foreign language teaching researchers, has been one of the most effective language teaching methods since the 1980s. TBT emphasizes the importance of organizing a course around communicative tasks that learners need to do in the classroom, and facilities learners’ abilities of speaking English better.
In China, many current books and articles have been written on the adoption of TBT in the teaching of reading or writing, yet few of them have a systematic study of the application of TBT in oral English teaching. What this thesis focuses on is the application of the task-based approach to oral English teaching in colleges. The research methods of this thesis include literature review, empirical research and questionnaire.
The experiment on TBT shows that this kind of teaching approach is effective in enhancing the students’ oral English competence, arousing college students’ interest and initiative in oral English learning, and improving their oral English competence.
Keywords: Task-based Teaching Methodology; College Oral English; Classroom Interaction
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