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Study of Application of Task-Based Instruction to Rural Junior Middle School Students in English Reading Teaching

Author: LiuXingMin
Tutor: HaoHuiZhen
School: Hebei Normal
Course: Subject Teaching
Keywords: Task-based teaching English Reading Rural School Applied Research
CLC: G633.41
Type: Master's thesis
Year: 2008
Downloads: 1106
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Abstract

TBLT (Task-based Language Teaching) is a foreign language teaching in the 1980s researchers and researchers in a large number of second language acquisition research and practice put forward on the basis of the emphasis on \) has an important influence another language learning theory and learning mode. Currently many countries and regions (such as the U.S., Canada, Singapore, Hong Kong, etc.) of the syllabus or curriculum standards have adopted the task-based language teaching. In the Ministry of Education organized the compilation of the \teaching approach \In response to this requirement, the authors task-based approach in rural middle school English Reading Teaching effectiveness was investigated experimentally. In this paper, Willis task-based teaching model as a theoretical basis, Baoding Lixian Wan Town in third grade high school for a period of twenty weeks (from September 2007 to January 2008) of the experiment, the task based approach in rural middle school English reading teaching applications put forward their own views. Student achievement and questionnaires from the two aspects of task-based teaching in rural middle school English reading teaching the feasibility and effectiveness of a comprehensive qualitative and quantitative analysis to look forward to benefit the advancement of rural high school students' English reading ability empirical conclusions. This six chapters. The first chapter briefly describes the background papers, the rural high school students in English reading problems and significance of this study and thesis frame. The second chapter is the literature review. Author listed first on the theoretical basis of task-based approach, including the tasks and task-based teaching concept, characteristics, composition and task type, the implementation of task-based teaching principles and its domestic and foreign English teaching in the field of Research; then review the English reading theory, which includes reading, reading the definition of the reading process and read a brief description of model, and finally presents a lesson in English reading teaching task-based approach procedure. The third chapter is the experimental design. This section is intended to verify the task-based English teaching in rural junior high school English reading classroom teaching effectiveness, proved this method will help improve students' interest in learning and reading skills. Subjects were Baoding Lixian Wan Town School third grade students in two classes, the experimental class (5 classes) using task-based teaching mode, the control classes (6 classes) using traditional methods, experimental time was in September 2007 until January 2008. Before the start of the experiment at the same time on the two classes were carried out before the test, the test in a very strict discipline under examination, and the results of data collection, the purpose of testing is to verify that two classes of English reading level exists difference. Five months later, after the end of the experiments were carried out on two classes posttest. Test methods and test the same as before, and the results of data collection, the purpose of the test is to verify the task-based approach in rural junior high school English reading teaching role, but presents two different teaching methods of teaching cases. In order to obtain more reliable results, the end of the experiment immediately with a self-designed questionnaire on the follow-up survey conducted experimental class. Everything about the student questionnaire on the implementation of task-based teaching activities attitudes and feedback, because of the level using only a limited percentage of the way to show the results. The results showed that the majority of students on task-based teaching positive attitude, only a few students do not agree, it is because this part of the students' English level is very poor. Chapter IV is data analysis. Through the experimental classes and control classes pretest, posttest scores of comparison, analysis, and analysis of classroom teaching practice, the following results: Compared with the control class, the experimental class reading through task-based training, reading speed obviously improved, increased from 40 words per minute up to 60 words per minute, reading comprehension test scores average increase of 6.9 points. From the results of the questionnaire and classroom performance, the students of English classes also had a keen interest in learning autonomy has improved markedly. This shows that as long as the rational design of classroom tasks, task-based approach in rural junior high school English reading class can be effectively utilized to arrive at this teaching mode in reading teaching practice is feasible and effective. Chapter in rural middle school English reading teaching implement task-based approach reflection. Including the main results of this study, the implementation of task-based Teaching and comments on it. Through experimental results show that the task-based approach is indeed used for PPP than ever more effective teaching methods for solving the rural junior high school English reading problems have a positive effect. Chapter VI concludes. Task-based approach has many advantages, but it is not everything is perfect. Finally, the author presents the lack of study and made recommendations for future research to continue.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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