1、 学 院毕 业 设 计 （ 论 文 ）题 目任务型教学法在高中英语语法中的应用研究 系 （院） 外语系 专 业 英 语 班 级 2006 级 1 班 学生姓名 学 号 指导教师 职 称 二一二年六月二十日Application of Task-based Language Teaching to English Grammar Teaching in Senior High SchoolA Thesis Submittedin partial fulfillment of the Requirementsfor the Degree of Bachelor of ArtsbyoSupervis
2、or: Associate Prof. UniversityJune 2012滨州学院本科毕业设计（论文）独 创 声 明本人郑重声明：所呈交的毕业设计(论文)，是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议。尽我所知，除文中已经注明引用的内容外，本设计（论文）不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。本声明的法律后果由本人承担。作者签名: 二一二年七月二十日毕业设计（论文）使用授权声明本人完全了解滨州学院关于收集、保存、使用毕业设计（论文）的规定。本人愿意按照学校要求提交学位论文的印刷本和电子
3、版，同意学校保存学位论文的印刷本和电子版，或采用影印、数字化或其它复制手段保存设计（论文）；同意学校在不以营利为目的的前提下，建立目录检索与阅览服务系统，公布设计（论文）的部分或全部内容，允许他人依法合理使用。（保密论文在解密后遵守此规定）作者签名: 二一二年六月二十日滨州学院本科毕业设计（论文）任务型教学法在高中英语语法教学中的应用研究摘 要任务型教学以语言学等理论为基础，强调在交际活动中使用和掌握语言，让学生通过感知、体验、实践、参与、合作与交流的交际课堂活动实现任务的目标。任务型教学法妥善的克服了传统语法教学的不足，被认为是提高学生的语言能力的一种行之有效的方法。然而在我国中学英语课堂的
4、语法教学中应用这种教学模式的实证研究却并不多见。本文通过教学实践来探究语法教学中应用任务型教学模式的可行性和有效性，采用了实验法和文献综述法。大量的理论支持和实验班与对照班考试成绩的对比分析表明用任务型教学模式教授语法在学生的知识掌握上比传统的语法教学法有更好的效果，而且，这也有助于促进学生学习语法的态度和动机。关键词：任务型教学模式;传统教学法;语法教学滨州学院本科毕业设计（论文）IApplication of Task-based Language Teaching in English Grammar Teaching of High SchoolAbstractTask-based l
5、anguage teaching is based on linguistics. It emphasizes on using and mastering language in communicative activities. It makes students to realize the goals in the class activity of the perception, experience, practice, participation, cooperation and exchanges. Task-based teaching overcomes the short
6、comings of traditional grammar teaching and is regarded as an effective method in promoting learners language competence. However, empirical studies of its application are rarely found in the field of grammar teaching in China, especially in the senior high school. In this thesis, a research is cond
7、ucted to probe into the validity and feasibility of TBA in grammar teaching in senior high school. It makes an analysis of what is drawn from the experimental teaching. The results show that TBA is an efficient and advanced approach. It proves that grammar teaching in TBA can have a better effect th
8、an traditional approach and at the same time it can facilitate the students attitudes and motivations in grammar learning.Key words: Task-based approach; the traditional teaching method; the senior high school English grammar teaching滨州学院本科毕业设计（论文）0Contents Introduction .2Chapter One Literature Revi
9、ew.31.1 Grammar and Grammar teaching .41.1.1 Definitions of grammar and grammar teaching.41.1.2 Relevant research aboard.51.1.3 Relevant researches in China.61.2 Task and task-based teaching .61.2.1 Definitions of task .61.2.2 The relevant researches .7Chapter Two The Experimental Implementation of
10、TBA .82.1 Purposes of the experiment .82.2 Subjects of the experiment .92.3 Instruments of the experiment.92.4 Materials of the experiment.102.5 Procedures of the experiment .102.5.1 Preparation.102.5.2 Implementation.102.6 Results of the experiment .12Chapter Three Findings and Analysis.133.1 Sever
11、al problems in the implementation .133.2 Suggestions.13Chapter Four Reflection and Expectation .154.1 Limitations of the research .154.2 Suggestions for further research.15Conclusion.15Bibliography.17Acknowledgments.19滨州学院本科毕业设计（论文）1IntroductionA new round of curriculum reform is being carried out t
12、hroughout the country, with new teaching ideas influencing teachers ideas and behavior. Therefore the atmosphere in class is improved. However, it is found that the basis of the majority of the students on grammar is still weak, especially the county middle school students. They still feel very diff
13、icult in the process of English learning. For example: when they are writing, they can only write some simple English sentences, and couldnt write some other normative, meaningful statements. As far as the sentence structure, they are confused, and cannot write beautiful passages or articles. Now, v
14、arious English public lessons are also very popular, but most of all are listening and speaking, and there are few teachers to take grammar as the main content of the show. In China, schools usually adopt the methods of declarative grammar rules, with most students taking notes and doing exercises.
15、The traditional teaching method does have some advantages, but to the students, it is boring. It is not easy to arouse students learning enthusiasm.Under the traditional teaching mode, students could not master knowledge as much as possible, so it is necessary to find which mode of the grammar teach
16、ing is the most effective. The new curriculum standard describes in detail the aims of the various levels of the grammar in the senior high schools, and advocates schools to use the task-based teaching method in English instruction. This shows that the task-based teaching approach on English grammar
17、 teaching is a new way, which is also the key of focus.About grammar teaching and task-based teaching, domestic and foreign scholars have done the relevant research, but most concentrated on the city middle school, rarely involving schools in the countryside. So this paper chooses students from the
18、country schools as the subjects. And the research based on the new curriculum, hopes to confirm that whether task-based teaching is beneficial to improve students grammatical competence compared with the traditional 3P model. Next, this article from the perspective of emotional attitude, designed a
19、questionnaire, hoping to prove that whether the task-based teaching method is more beneficial to improve students learning grammar 滨州学院本科毕业设计（论文）2interest, and arouse the enthusiasm of the students. At the same time, the author also wants to provide some reference for the future English teaching.The
20、 structure of the paper is as follows: The first chapter introduces the research purpose and significance, summarizes the research contents, and puts forward the framework.The second chapter explains the definition of grammar teaching and task-based teaching, and an overview of its research status a
21、t home and abroad.The third chapter shows the importance of tasks separately from three aspects of the high school English, and the current status of the grammar. The fourth chapter is about the application of task-based teaching approach in senior high school English grammar teaching, including res
22、earch hypothesis, object, procedure and the teaching mode.The fifth chapter presents the analysis of the experimental results and questionnaire data, the results, and analysis of its causes.The sixth chapter makes conclusions, and puts forward some corresponding suggestions. Chapter One Literature R
23、eviewThis article mainly studies grammar teaching and task-based teaching. Foreign experts and scholars have given enough attention to these two respects, and made some researches. From this perspective, task-based teaching and grammar teaching research mainly focused on the University, high schools
24、 or part of city center, rarely involving the county middle school. It mainly involves the application in reading, listening, and writing. However there are few studies in the grammar teaching based on the task-based teaching method.滨州学院本科毕业设计（论文）31.1 Grammar and Grammar teaching1.1.1 Definitions of
25、 grammar and grammar teachingGrammar has been defined in different ways by different linguists. Lyons (1971) defines grammar as “that branch of description of languages which accounts for the way which words combine into sentences (quotes from Stern, 1983:131), Brown (1994) thinks grammar as “a syst
26、em of rules governing the conventional arrangement and relationship of words in a sentence “, and Bastogne (1994a) think that “grammar is not simply formal network, but a communicative device which is functional motivated”. Longman Dictionary of Contemporary English (Longman, 1995) says that grammar
27、 is (the study and the practice of) the rules by which words change their forms and are combined into sentence. In the present research, English grammar means the sentence-level English grammar items presented in the senior one middle school students English textbooks. “Oxford Advanced Learners Dict
28、ionary“ explains: “Grammar-rulers for forming words and combining them into sentences” Shu Dingfang, Zhuang Zhixiang (1996) argues that grammar is the general description of language, mainly on its theoretical description including phonology (phonemic and combination rules), syntax (word and phrase
29、combination rule), lexicology and semantics (the meaning of words and their combination rules).In short, the grammar is the language description on words into sentences pattern.Then what is the meaning of “grammar teaching“?Li Guanyi (1990) argues that the so-called grammar teaching absolutely does
30、not mean to teach many grammar rules. It is important that the students have a complete clear concept on the grammar system. More importantly, students must be able to master the rules of grammar and its application in practice, which can be easy to read and understand the needs of professional info
31、rmation, and to express related information in spoken, written expression to different degrees.Huang Yuan Zhen (2003) argues that grammar teaching is based in teaching grammar. 滨州学院本科毕业设计（论文）4It is teaching activities to train students to acquire the internal structure of. It is the basis of student
32、s language practice such as listening, saying, reading, and writing. Grammar is essential content in learning English.1.1.2 Relevant research aboardMany schools of pedagogy have appeared in the history of foreign language teaching. They have their own different views on the status and role of gramma
33、r teaching.The grammar translation method thinks that the grammar is the main content of foreign language learning. Therefore, it puts the grammar teaching as the central task. Moreover, mastering grammar rules is also the direct goal in the teaching activities in class.The Grammar-translation metho
34、d as an early English grammar teaching method dominated over the English teaching for several hundred years in the western countries in which English grammar is the core of the English teaching. It was taught deductively. Until early the twentieth century, the Grammar-translation method was replaced
35、 by the Audio-lingual method.The Audio-lingual method advocated that listening and speaking is the main content, but it does not oppose to grammar teaching.The direct method does not argue to teach grammar directly, and encourages students to master the language material in advance, and then summari
36、zes the grammar rules from the accumulated perceptual materials, namely through the inductive approach to acquire grammar.The natural law of the Krashen and Terrell believes that language of the law is a natural acquisition, and the role is not obvious for the grammar learning.At present, foreign language teaching is generally concerned about the rise of grammatical consciousness, referred to as CR. Rutherford and Sherwood Smith clearly defined CR: consciously to attract learners attention to the target language form.
