任务型教学法在初中英语语法教学中的应用(2)
About grammar teaching and task-based teaching, domestic and foreign scholars have done relevant researches, but most concentrated on city middle schools, rarely involving schools in the countryside. So this paper chooses students from the countryside school as the subjects. And the research confirms that task-based teaching is beneficial to improving students’ grammatical competence compared with the traditional model. At the same time, the author wants to provide some reference materials for future English teaching.
The structure of the paper is as follows: The first chapter mainly introduces the definition of grammar teaching and task-based teaching, and provides an overview of its research status at home and abroad. The second chapter talks about the advantages and limitations about TBA. The third chapter studies the application of task-based teaching approach in middle school English grammar teaching, including research hypothesis, object, procedure and the teaching mode. The fifth chapter makes conclusions, and puts forward some corresponding suggestions.
This 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 focus on middle school.
Li Guanyi (1990) deems that the so-called grammar teaching naturally does not mean to teach many grammar rules. It is necessary for students to have a totally clear definition on the grammar system. What’s more, students must be able to master the rules of grammar and apply them to actual situation, which can be easy to read and understand. Huang Yuan Zhen (2003) argues that grammar teaching is based in teaching grammar. It refers to teaching activities to train students to acquire the internal structure of language. The activities mean people’s daily activities. It is the basis of students’ language practice such as listening, speaking, reading, and writing. Grammar is the essential content in learning English.
The task teaching, also namely task-based language teaching mainly refers to the task which is the core of language organization and unit plan teaching method. Task-based language learning was defined by Breen as “any structured language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task”. Such tasks include visiting a doctor, conducting an interview, or calling customer service for help. This makes TBLL especially popular for developing target language fluency and students’ confidence. Skehan (2001:95) proposes that tasks are classroom activities in which:
Meaning is primary.
There is some communicative problem to solve.
There is some sort of relationship to comparable real-world activities.
Task completion has some priority.
The assessment of task is in terms of outcome.
The basic characteristics of task-based teaching approach are:
Firstly, finish tasks through the exchange. Tasks were achieved not by teacher unilaterally but to carry on the real exchange with students to improve their ability.
Secondly, take meanings as the center. Any communication is focusing on language teaching task, guiding students from involving language knowledge to use language.
Thirdly, organic combination of language learning and the real environment are important. It puts language material into language learning environment, because it focuses on solving some problems of communication, and at the same time the communicative problems must have some relationship with the real world.
Many schools of pedagogy have appeared in the history of foreign language teaching. They have their own different views on the status and role of grammar teaching; the task is done by people and the grammar translation method thinks that grammar is the main content of foreign language learning. Therefore, it regard grammar teaching as the central task. Moreover, mastering grammar rules is also the direct goal in the teaching activities in class.
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