英语教学法毕业论文.doc

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1、TheApplicationofTask-basedLanguageTeachinginEnglishOralClassAbstract：Withthedevelopmentofeducationalreform,theusingofTask-basedLanguageTeachingincollegeEnglishTeachingisascendant.Basedonthetask-basedlanguageteachingtheory,thebasiccontentanddesignrequirementsofthetask,thetextanalysesand

2、rethinksthespokenEnglish'sdesignoftheUniversityTeaching,andthendiscusswhatshouldfollowandattentioninusingoftask-basedIanguageteaching.Keywords：Task-basedlanguageteachingtaskdesigncasestudy1.IntroductionWiththedevelopmentofeducationalreform,thetask・basedIanguageteachingwhichdevelopedont

3、hebasisofcommunicativeteachingrespectedbythemajorityofforeignIanguageteachersonceagaininthecollegeEnglishteaching.Task-basedIanguageteachinghasevolvedinresponsetoabetterunderstandingofthelanguagesarelearnt.Itisthroughteachersandstudentstogethertocompletethelanguageteachingtask,andmaket

4、heforeignIanguagelearnerstocompletethetask,alsotopromoteforeignIanguageIearningprogress.Task-basedlanguageprovideslearnerswithaninteractiveopportunitytotapintotheabilityofusinglanguagelearners,andstimulatetheircreativeuseofIanguagevitality.2.TheoreticalbasisTask-basedIanguageteachingis

5、suggestedbytheformerSovietUnionPsycholinguistsVygotsky's(1962)theoryofIanguageandlearning.VygotskyemphasizedthesocialnatureofIanguagelearningaswellastheimportantroleofindividuallearningthatteachersandlearnerspromoted.Theacquisitionofculturalknowledgeistheresultoftheinteractionofpeople,

6、thenintotheirownknowledge.Therightforeignlanguageteachingconsistsofthreeprocesses.First,makingstudentslearnthetheoreticalknowledgeaboutlanguage,thentheIanguageofpractice,last,thespeechtraining.Thesethreeprocessesaremutuallyindependentandmutualpenetration.Thetheoryoflanguageknowledgemai

7、nlyexplainsintheclassroombyteachers.Linguisticpracticeisamechanicalimitationofstandardizedlanguagelearningmaterials.ThisexerciseallowsstudentstodevelopcorrectIanguagehabits,butIanguagehabitsarenotenoughtoachievethegoalofusingthelanguageforcommunicationpurposes,italsoneedtoconductling