任務型教學法和傳統教學法對專科學生英語學習策略影響的比較

摘要：任務型教學法（TBLT）是針對傳統教學法（PPP）提出的，以任務為核心，強調“在做中學，在用中學”的教學理念。本文對比了任務型教學法和傳統教學法對專科學生學習策略的影響，采用定量定性分析方法證實任務型教學法優于傳統教學法，但在實驗結束后也探討了具體教學實施過程中存在的問題和可以改進的措施。

Abstract: The focus of this study was to explore the pros and cons of task-based language teaching model as opposed to long-standing presentation-practice-production (P-P-P) approaches. A survey was conducted with students to find out their own needs on study， which can assist the complementation of new teaching method. After analyzing the scores of both groups as well as interviewing participates after the exam， several new findings are also presented in this thesis.

關鍵詞：任務； 任務型教學模式；傳統教學模式；學習策略

Key words: task; PPP model; TBLT model; Learning strategies

[中圖分類號]：G633.41 [文獻標識碼]：A

[文章編號]：1002-2139(2012)-12-0036-02

Introduction

The situation about the English teaching and learning in specialized colleges is far from being optimistic. The previous studies both home and abroad investigated TBLT model in the educational reforms. However， the comparison study between the effects of TBLT and PPP in China colleges is still a new field.

Literature Review

PPP Model

P-P-P has been recommended to trainee teachers as a useful teaching procedure from the 1960s onwards (Harmer， 2007). In short， the teacher presents new language items; the learners practice the items through drills， individual and choral repetition; and then produce the language for themselves， expressing what they want to say rather than what the teacher has directed them to say.

TBLT Model

The theoretical framework of TBLT model comes from Vygotsky’s social constructivist theory and Bruner’s cognitive development， which hold that learning is an active process and knowledge is not passively received but constructed by the cognizing subject．The most extensively well-known framework of TBLT is that of Willis， who divided the procedures of task-based language teaching into three stages: a pre-task stage， task-cycles stage， and the language focus.

Learning strategies

Oxford (1 990)divides strategies into two classes：direct and indirect. These two classes are subdivided into six groups．The direct strategies are made up of memory strategies，cognitive strategies and compensation strategy， the indirect strategies consist of metacognitive strategies，affective strategies and social strategies．

Research Questions and Methodology

Subjects

In this research， 84 subjects from two parallel classes of the Chemistry Chemical Industry College in Lanzhou University were selected．They ranged in age from 1 9 to 2 1，and all of them had been learning English for about seven years.

Instruments

The instruments in this study are tests and the interviews， with the latter more attention was paid to. It was believed that allowing a carefully selected group of students to speak about TBLT and PPP model in their own words would be an effective means of addressing these research questions.

Conclusion

Major Findings

Firstly， the overall language learning strategies employed by the college students in control group were quite different before and after the implementation of TBLT model.

Secondly， different learning strategies were employed in the two types of teaching methods， while TBLT model plays a more positive role in changing students’ English learning strategies.

Thirdly， with the changing role of the teacher and students， a new teacher-student relationship is being to emerge.

References：

[1]、Cohen， A.D. (1998). Strategies in Learning and Using a Second Language．NY． Addison Wesley Longman Ltd．

[2]、Ellis，IL. (1994)．The Study of Second Language Acquisition．Oxford：Oxford University Press．

[3]、Nunan，D．(1988)．The Learner-Centered Curriculum．Cambridge：Cambridge University Press．

[4]、Stem，H．H．(1 983)．Fundamental Concepts of Language Teaching．Oxford：Oxford University Press．

[5]、Willis， J. (1996). A Framework for Task-Based Learning. Harlow: Longman.

[6]、程曉堂，2004，《任務型語言教學》，北京：高等教育出版社

[7]、張誠，2005，大學英語教學中應遵循的原則，《外語教學與研究》，第3期，12-16