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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-29编辑:lgg点击率:4337
论文字数:38620论文编号:org201308291022443874语种:英语 English地区:中国价格:$ 66
摘要:The majority of teachers are sill confined by the exam-oriented concepts ofteaching, blindly pursuing the so-called "quota" and "standard". Students are wildabout passing various examinations.
Chapter 2 Literature Review
This chapter intends to review the relative literature of TBLT and Englishreading teaching both abroad and at home. It will provide a purpose for the currencyof the prevailing theories, the major controversies of the issue and the criticism of thework in the field.
2.1 Previous study on task-based language teaching
Tasks have been used in foreign language classrooms from at least the mid-1970s(Jane Willis, 1996). Since then, the communicative language teaching approachbecame prevalent among second language acquisition research and second languageteaching. During the 1980s, the word "task" took place of the term "communicativeactivity". Obviously, TBLT has undergone more than forty years during which a largenumber of foreign and Chinese scholars and experts have published a large number ofworks and articles. They put forward their own ideas and concepts that provide newperspectives of methodology for language teaching and reading teaching.
2.1.1 Previous study on task-based language teaching abroad
The most notable foreign representatives of TBLT are N. S. Prabhu, DavidNunan, Jane Willis, Michael Long, Peter Skehan, Rod Ellis, Merrill Swain, MartinBygate, Peter Robinson and so on.Research insiders have reached a consensus that Indian language teachingspecialist N. S. Prabhu is the pioneer of TBLT. In 1979, Prabhu conducted hisresearch carried out during a five-year classroom experiment entitled Bangalor/Madras Communicational Teaching Project. He asserted:"Communicative teaching inmost Western thinking has been training for communication, ... ; it is a kind ofmatching of notion and form. Whereas the Bangalor Project is teaching throughcommunication; therefore the very notion of communication is different" (1980: 164).In 1987, he published his Second Language Pedagogy, which announced a series ofideas on language teaching and learning. In the classroom teaching, Prabhu introducesthree types of activities for the tasks including information gap activity, opinion gap activity and reasoning gap activity. The fundamental assumption underlying Prabhu'sresearch is that language form is best learned when participants are focusing onmeaning instead of form. He advocates TBLT in which learning in doing isemphasized. Prabhu's study can be said revolutionary for the development of TBLT interms of history and practice, at the same time, other scholars such as Long andCrookes have found some demerits in his teaching, for example, he shows littleconcern about the selection of tasks and grading task is arbitrary.
Chapter 3 Overview of Task-based language Teaching...........30-51
3.1 Overview of task-based language teaching........... 30-44
3.2 Overview of English reading........... 44-48
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