本文是一篇英语教学论文,本研究的主要目的是探讨任务型教学法在高职英语口语教学中的应用，对于提高学生的英语口语态度和水平是否可行和有效。通过对不同研究工具获得的数据进行分析，并对16周的英语口语教学实验进行反思，得出以下研究结果。在所有的主要发现中，本研究最重要的发现是新的任务型教学模式对提高学生英语口语水平的有效性。任务型教学法实施后，学生的英语口语水平有了很大提高。对于第二个研究问题，学生对英语口语学习的态度有所提高，问卷调查和访谈的数据都证明了这一点。学生对英语口语课和英语口语学习越来越感兴趣。他们比以前更积极地进行英语口语活动，对英语口语更有信心。他们更愿意参与不同的口语任务，并与小组成员一起完成任务，因为任务型教学为学生创造了友好和真实的英语交流环境。
Chapter One Introduction
1.1 Background of the Study
In the trend of economic globalization, the exchanges between different nations in the world are increasingly frequent and the blending of different cultures is deepening. Against this background, English, as a cultural symbol, is particularly important. Only by understanding the language of a country, can it be possible to understand the culture of a country, and to be mutually beneficial. Communication provides a platform for dialogues. And with the improvement of China’s international status and the continuous development of foreign economic and cultural exchanges, oral communication competence will be paid more and more attention. It is imperative to improve students’ oral English effectively.
In October 2000, Higher Education Department of the Ministry of Education promulgated the basic requirements for the teaching of English in Higher Vocational education, which stipulates that students who are taught through two to three semesters, should have a good command of fundamental knowledge and skills in English, possess the ability in listening, speaking, reading, writing and translation, and can communicate simply in speaking and in writing, and standardize the writing of various kinds of texts for specific purposes. Students can be familiar with Chinese and English texts commonly used in the industry, consult scientific and technological materials with reference books and lay a foundation for further improvement of English communicative competence in the future. The teaching idea of “giving priority to practicality and aiming at application” is clearly put forward.
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1.2 Purpose and Significance of the Study
By applying TBLT to the oral English classroom, we can explore whether TBLT is more effective than the traditional teaching method or not; specifically, whether it can improve the students’ oral English proficiency, enhance the students’ interest and confidence in oral English learning, and improve the participation in the classroom. In other words, the study is essentially to verify the effectiveness and feasibility of TBLT in oral English teaching in higher vocational colleges.
In the traditional teaching method, teachers are the tutors of the preparatory knowledge and the controllers of the English classes. As a result, students are the audience for classroom learning, the recipients and listeners of information. There is no communication between teachers and students. This kind of teaching method has certain limitations, which is not conducive to mobilize students’ confidence and initiative for oral English learning and stimulate students’ interest in oral English. The implementation of TBLT in oral English teaching can enhance students’ practical proficiency of English and advocates the importance of language communication and pragmatic functions. TBLT can vividly create the atmosphere of language learning and stimulat
