初中英语语法教学中任务型教学实验的研究论文——以现在进行时为例 74页

万方数据中图分类号：G4UDC：800密级：公开学校代码：10094诃4￡解菡尢孥硕士学位论文(教育硕士)初中英语语法教学中任务型教学实验研究以现在进行时为例AnExperimentalStudyonTask-basedInstructioninJuniorMiddleSchoolEnglishGrammarTeaching——TakePresentContinuousTenseasanExample作者姓名：胡振宇指导教师：张敬彩副教授学科专业名称：英语学科教学研究方向：英语教育论文开题日期：2015年6月4日 万方数据学位论文原创性声明JUlllllllPlllllllllMllllllJllllllllfY3003289本人所提交的学位论文《初中英语语法教学中任务型教学实验研究——以现在进行时为例》，是在导师的指导下，独立进行研究工作所取得的原创性成果。除文中已经注明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在文中标明。本声明的法律后果由本人承担。论紫者，．c签专，：镧梳亨阳，么年石月f日。指导教师确认(签名)：弘／f年彩月‘日学位论文版权使用授权书本学位论文作者完全了解河北师范大学有权保留并向国家有关部门或机构送交学位论文的复印件和磁盘，允许论文被查阅和借阅。本人授权河北师范大学可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或其它复制手段保存、汇编学位论文。(保密的学位论文在年解密后适用本授权书)论文作者(签名)：镛扼备wJf占年名月名日／指嚣‘籀管≯／么年么月么．日 万方数据AbstractGrammar,togetherwithvocabulary,writing，andreading，constitutesanimportantpartofalanguage．ThegrammarisakeypartintheSuccessofmasteringalanguage．Therefore，grammarteachingisparticularlyimportant．Englishgrammarteachingingeneralbeginsfromjuniorhighsch001．Intraditionalgrammarteachingofjuniorhighschool，teachersdirectlyinfuseknowledgemostofthetimeandthetaskofstudentsismemorizinggrammarrulesanddoingalotofmechanicalpractice．Thetraditionalwayofgrammarteachingsuppressesstudents’initiativetouseEnglishlanguageincommunication．Therefore，inrecentyears，Task—basedInstructionhasemergedtoactivatestudents’initiative．Task-basedInstructionisnotonlytocultivatethestudents’comprehensiveabilityofusinglanguage，butalsotakesstudentsasthesubjectinlearning．Itmaximizesstudents’subjectiveinitiative，andhasimprovedtheefficiencyofEnglishlearning．ThemeaningofthetaskandtherelevanttheoriesofTask—basedInstructionareanalyzedinthisthesis．Thepresentresearchusesaquestionnaire，interviewandexperimenttoexplorethefeasibilityandinfluenceofTask—basedInstructioninEnglishgrammarteachinginjuniorhighsch001．Thestudyaimstodiscoverifthestudents’interestinlearningEnglishgrammarcanbearousedwithTask-basedInstruction，whetherthegrammaticalaccuracyofusingpresentcontinuoustensecanbeimprovedwithTask-basedInstruction；andifthecommunicativeaccuracyofusingpresentcontinuoustensecanbeimprovedthroughtheTask-basedInstruction．100studentsinClass3andClass5inGrade8fromXingtaiNO．15MiddleSchoolparticipatedintheexperimentassubjects．Thereare50studentsinClass3and50studentsinClass5．Class5wastheExperimentalClasswhichWastaughtwithTask-basedInstructionandClass3wastheControlClasswhichwastaughtwithGrammar-translationMethodbythesameteacher．Apre—testwascarriedoutatthebeginningoftheexperiment．Attheendoftheexperiment，therewasaquestionnaireandapost-test．Byanalyzingtheresultsofthequestionnairesandtestsofthestudentsintheexperimentclassandcontrolclass，itwasfoundthatthestudents’abilityinEnglishgrammarofthe 万方数据experimentalclassismuchbetterthanthoseinthecontrolclass．Task．basedInstructioncanimprovestudents’interestinEnglishlearning．Atthetime，thegrammaticalaccuracyandthecommunicativeaccuracyofusingthepresentcontinuoustensehasimproved．Keywords：presentcontinuoustense；Task-basedInstruction；interest；accuracyII 万方数据摘要语法与词汇、写作和阅读等共同构成语言的重要组成部分。而语法是成功掌握一门语言的关键部分，因此，语法教学显得尤为重要。英语语法一般是从初中开始进入正式的教学阶段，传统的初中语法教学采用的是教师单方向灌输为主，学生的任务就是背诵语法法则和大量的辅助练习。这种传统的语法教学方式使得学生缺乏主观能动性，学生缺少真正运用语言进行交流的机会。因此，近年来，能够充分发挥学生的主观能动性、以学生为主体的任务型教学法在教育界普及开来，取得了显著成效。任务型教学法既培养了学生运用语言的综合能力，又充分体现了教师尊重学生的实际需求，本着以学生为主体，以学生发展为根本的教育理念，最大限度地发挥学生的主观能动性，切实提高英语学习的效率。本文分析了任务的含义以及任务型教学的相关理论，在理论的基础上与具体实践相结合，通过问卷调查、访谈调查以及实验研究相结合的方法探索初中英语语法教学中实行任务型教学法的可行性及其重要影响。本论文旨在发现，任务型教学法是否能够提高学生的语法学习兴趣；是否能够提高学生在语法上使用现在进行时准确率；是否能提高学生在情境交际中正确使用现在进行时的准确率。本次实验选取来自邢台市第十五中学的八年级3班和5班共100名学生作为实验对象。两个班级人数均为50人。5班是实验班，采用的是任务型教学法。3班是控制班，采用的是传统的教学模式。实验共进行了12周，在实验之前进行了一次前测考试，在实验结束之后进行了一次问卷调查和一次后测考试。通过实验数据的分析，不难看出，实验班的学生比控制班的学生在语法的学习兴趣上和使用的准确性上都有所提高。通过实验证明了任务型教学法在初中英语语法教学，特别是现在进行时态的教学中有一定积极的作用。关键词：现在进行时任务型教学兴趣准确性III 万方数据ContentsAbstract．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．】[摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．IIIChapterIIntroduction．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．11．1Backgroundoftheresearch．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．11．2Purposeoftheresearch．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．21．3Significanceoftheresearch．．．．．．．．．．．．⋯．．．．⋯．．．．⋯．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．⋯⋯．．．．．．．．．．．．．．．．．．．．．．．．．21．4Frameworkofthethesis⋯．⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．4ChapterIILiteratureReview．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．⋯．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．52．1Interpretationoftask⋯．．⋯⋯⋯．．⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．⋯⋯．⋯⋯．⋯⋯⋯⋯⋯．⋯⋯⋯⋯．52．1．1Defmitionoftask⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．!；2．1．2Componentsofatask⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．62．1．3Typesoftask⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．．．．⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯．．⋯⋯⋯⋯82．2PresentcontirmoⅡStense⋯．⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯．102．2．1Definitionofpresentcontinuoustense．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．102．2．2Thestructureofpresentcontinuoustense⋯．⋯．．⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯．102．2．3Thereasonofmakingmistakesinlearningpresentcontinuoustense⋯⋯⋯⋯⋯⋯112．3PreviousresearchonTask-basedInstruction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．122．3．1ForeignstudiesonTask-basedInstructioninpresentcontinuoustenseteaching．．122．3．2PreviousstudiesonTask-basedInstructioninpresentcontinuoustenseteachinginChina⋯⋯⋯⋯⋯⋯．⋯⋯⋯．⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．：!()ChapterIIIResearchDesign．．．．．．．．．．．．⋯．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．25：；．1Hypotheses．．．．．．．．．．⋯．．．．．．．．．．．．．⋯．．．⋯．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯⋯．．．．．．．．．⋯⋯．．．．．⋯．．⋯．253．2Subjects．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．⋯．．．．．．．．．．．．．⋯．．⋯．．．．．．．．．．．．⋯．．．⋯．．．．．．．．26：；．3Instruments⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯．⋯⋯．⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．．．．．．⋯⋯⋯⋯⋯⋯⋯⋯．⋯．．⋯．．．．．⋯⋯．⋯⋯273．3．1Questionnaire．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．273．3．2Tests⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．28 万方数据3．3．3Interview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯293．4Procedure．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．：2193．5ASamplelessonfortheexperimentalclass．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．31ChapterIVAnalysisandDiscussions．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．364．1Students’interestinlearningEnglishgrammararoused．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．364．2Thecommunicativeaccuracyofusingpresentcontinuoustenseimproved．．．．．．．．．．．．．．．．394．3Thegrammaticalaccuracyofusingthepresentcontinuoustenseimproved．．．．．．．．．．．．．．．39ChapterVConclusion．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．421；．1Summaryoftheresearch．．．．．．．．⋯⋯．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．⋯．．⋯．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．42S．-2Limitations．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．465．3Suggestionsforfurtherstudyinthisfield．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．47Bibliography．．⋯．．．．．．．．．．．．．⋯．．．．．．．．．．．⋯．．⋯⋯．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．56Appendices⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯．⋯⋯⋯．⋯．⋯．⋯⋯⋯⋯⋯⋯⋯⋯．．．．．．⋯⋯⋯⋯⋯⋯⋯61Appendix1中学生英语语法学习兴趣情况调查问卷⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯6lAppendix2Pre—testpaper．．．．．．．．．．．⋯⋯．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．⋯．．⋯．⋯⋯．．．．．．．．．⋯．．．．．．．．62Appendix3Post··testpaper．．．．⋯．⋯⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．⋯．．．．．．．．．．．⋯．．．．．．．64Appendix4访谈提纲⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯66Acknowledgements⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯．⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯．⋯．．⋯⋯⋯⋯⋯⋯．67V 万方数据ChapterIIntroductionInfaceoftheincreasinglyopenworldmarket，Chinawantstomakenewprogressintheprocessofglobalizations，andpeoplemustpayattentiontoEnglishteachingtodevelopanumberofoutstandingEnglishtalentsforChina．Thischapteristheintroductionofthisthesis，whichmainlyintroducesthebackground，purpose，importanceandbasictheoreticalframeworkofthisresearch．1．1BackgroundoftheresearchSinceChina’Sreformandopeningup，especiallyaccesstoWTO，thedegreeofChina’Sopeningtotheworldisbecomingdeeperanddeeper，andtheworldiseagertogettoknowChina．ThisneedspeopletolearnEnglishthatpeoplecanusemorestandardEnglishtointroduceChinatotheworldandbringtheworldtoChina．Therefore，Englishlearninghasgraduallybecomeamissionofthewholecountry,andChina’SeducationalsopaysmoreattentiontoEnglishteaching．ThatrequiresEnglishteachers’toseekforawayofEnglishteachingsofhighefficiencyandhighquality．Grammar,vocabulary,writing，andreadingconstituteanimportantpartoflanguage．Thegrammarisakeypartofsuccesstomasteralanguage．Therefore，grammarteachingisparticularlyimportant．Englishgrammaringeneralbeginstoenteraformalteachingfi"omjuniorhighschoolstage．Thetraditionalgrammarteachingofjuniorhighschoolisthattheteacher’Ssingledirectioninfusionisgivenpriority,andthetaskofstudentsismemorizinggrammarrulesandalotofpractice．Thetraditionalwayofgrammarteachingmakesstudentslackofsubjectiveinitiative，andofopportunitytoreallyusethelanguagetocommunicate．Undersuchcircumstances，thewayofthesingledirectiongrammarteachingarousedpeople’Sreflection．Soeducationworkersbegintoexplorenewandmoresuitablegrammarteachingmethod，andtheTask—basedInstructionwhichcangivefullplaytostudents’subjectivein—iti‘ati+ve，andtakethestudentsasthemainroleintheeducationpopularization，hasmaderemarkableachievements． 万方数据1．2PurposeoftheresearchInthe1980s，foreignlanguageteachingresearchersthroughalargenumberofteachingpracticesfullyhasprovedthattheTask-basedInstructionhasamajorimpactonthestudyofteachingmethods．Itappliesthebasicconceptoflanguagetopracticalclassroomteachingmode，anditsessenceisakindofnewdevelopmenttrendofcommunicativeteachingthought．Task—basedInstructionisnotonlytocultivatethestudents’comprehensiveabilityofusinglanguage，butfullyembodiesteachers’educationideasthatrespectstheneedsofstudents，makesstudentsasthemainbody,androotsinthedevelopmentofthestudents．Itmaximizesstudents’subjectiveinitiative，andhasimprovedtheefficiencyofEnglishlearning．Theministryofeducationin0111"countryenactedthe‘‘full-timecompulsoryeducationEnglishcurriculumstandard”，andexplicitlyadvocates‘"task—based”teachingmode．Thisteachingmodeisbasedonhowtodevelopthestudents’comprehensivelanguageapplicationabilityandputforwardthat“letthestudentslearnundertheguidanceofteachersandachievethegoalofthetaskandfeelsuccessfulthroughtheperception，experience，practice，participationandcooperation．Theyadjustemotionalandstrategyduringthelearningprocess，a．adformapositivelearningattitudetopromotetheimprovementoflanguageapplicationability"’．ButhowtocarryouttheTask·basedInstructioninthemiddleschoolEnglishteachingassoonaspossible，isoneofthemostpressingproblems，especiallyhowtocarryouttheTask-basedInstructionintheteachingaparticularEnglishgrammarpointinjuniormiddlesch001．Thisstudyaimstocombinetherequestof‘"thefull-timecompulsoryeducationEnglishcurriculumstandard"’，andanalyzethecurrentjuniormiddleschoolEnglishteachingstatusof‘‘PresentContinuousTense”toexploretheapplicationofTask-basedInstructioninthepresentcontinuoustenseinthejuniormiddleschoolEnglishteaching，andfmdanewwaytopracticalteaching1．3SignificanceoftheresearchTheTask—basedInstructionisappliedtothepresentcontinuoustenseinthejuniormiddleschoolEnglishteachingtohelpjuniorhighschoolteacherscarryoutthegrammarteachingeffectively,andimprovethequalityofjuniormiddleschoolEnglishteachingwhichhasimportantpracticalsignificance．Itbreaksthetraditionalmodelthatgrammarteachingand2 万方数据practicalusephasesplit，andsplitbetweenlanguageformandlanguagemeaninginEnglishteachiIlg，andpaidattentiontoexplorethefunctionoftheknowledgesystemitself,especiallythewayoflearningandusinglanguage．Thisteachingmodelhasmadeabridgebetweenthelearners’mothertongueandtargetlanguage，andprovideslearnerswiththeopportunitytointeracteffectivelyfortappingthepotentialoflearnersusingthelanguage，andstimulatetheircreativeabilitytousethelanguage．Task-basedInstructionisabsorbedinthepastmanyadvantagesandtheformationofteachingmethod，itandotherteachingmethodisnotexclusive．Theadvantagesare：firstly,Itcompletesavarietyoftasksandhelptostimulatestudents’leaminginterest．Second，intheprocessofcompletingthetask，thelanguageknowledgeandlanguageskillsarecombinedtohelptodevelopstudents’comprehensivelanguageuseability．Third，itpromotesstudentstoactivelyparticipateinlanguageexchangeactivities，inspiretheimaginationandcreativethinking，andtheyareconducivetoplaythemainroleofstudents．Forth，therearealargenumberofgrouporpairactivitiesintheTask-basedInstruction，eachpersonhashisowntasktocomplete，andthesecanbetterfacethewholeclasstocarryoutteaching．Fifth，activitiesofthecontentshaveawiderangeofinformation，anditcanhelptobroadenthestudentknowledge．Sixth，activitiesoflearningknowledge，cultivateinterpersonalskills，thinking，decision-makingandresponseability,whichisconducivetotheoveralldevelopmentofstudents．Seventh，inthetask-basedteachingactivitiesandtheteacher’Sinspiration，eachstudenthastheopportunitytothinkandparticipateinactively,itiseasyforthemtomaintaintheenthusiasmoflearninganddevelopgoodlearninghabits．ThisarticleexploresthefeasibilityandimportanceofimplementingTask-basedInstructioninjuniormiddleschoolEnglishgrammarteachingAndthearticleputsforwardrelevantsuggestionsforthecurrentEnglishteachingmethodinordertohavecertainpositivemeaningsforjuniorhighschoolEnglishgrammarteachingmethods’improvementthroughthequestionnaireofsomesecondgradestudents，classroomlectureandinterviewsforseveralEnglishteachers． 万方数据1．4FrameworkofthethesisTherearefiveparts(fromChapterOnetoChapterFive)inthethesis．Thefirstpartmainlyintroducestheresearchbackground，purposeandsignificanceoftheanalysis．ChapterTwohasthreeparts：Thefirstisaboutinterpretationoftask；Thesecondoneisaboutthepresentcontinuoustense；ThethirdpartisaboutpreviousresearchonTask-basedInstructioninpresentcontinuoustenseteachingabroadandChina．ChapterThreeisaboutresearchdesignwhichincludeshypotheses，subjectsandinstruments．ChapterFouristoanalyzeanddiscusstheresearch．Thelastchapteristheendpartthatincludessummaryoftheresearch，limitationsandsuggestionsforfurtherstudyinthisfield．Inshort，thesefivepartswillbecombinedcloselytheTask-basedInstructionwithteachingpractice，andwiththepresentcontinuoustenseasthespecificteachingcontent，toexplorethefeasibilityandadvantagesofTask-basedInstructionthroughspecificmethodssuchasquestionnaires，classroomlectureandtheactualinterview．Itsummarizesthetheoreticalandpracticalsignificanceofthissurvey4 万方数据ChapterIILiteratureReviewTheresearchofTask—basedInstructionintheworldbegantoappearfrom1980s．Itgraduallyimproveswiththedevelopmentofthetimes．InChina，theresearchontheTask-basedInstructionstartslate，butstillhasachievedsomeresults．However,therearesomeproblemsintheresearchoftask-basedgrammarteachinginEnglishteaching．AfterthecurrentsituationoftherelevanttheoreticalresearchinChinaisanalyzed，thischapterfocusesontheapplicationofTask-basedInstructioninthepresenttenseteaching．Thischaptermakesadetailedanalysisonthemeaning，principleandtypeoftheterm“task”．Secondly,itstudiesthemeaning，characteristicandprincipleoftheTask-basedInstruction．Aseriesofrelatedconceptsofthischapteristoprovideamorecomprehensivetheoreticalbasisforthisinvestigation，whichhasacertainguidingsignificance．2．1InterpretationoftaskInTask-basedInstruction，‘"task”isthekeyconcept．Theanalysisandunderstandingofthetask，itscharacteristicsanditstypesisthekeytotrulyunderstandandeffectivelyimplytheTask-basedInstruction．Therefore，thisarticlefirstanalyzestheconceptof“task”，andprovidesbasictheoreticalfoundationforthelaterteachingpracticeresearches．2．1．1DefinitionoftaskScholarsindifferentresearchfieldsfocusondifferenttasks，SOtheyhavedifferentmeaningstothedefinitionofthetask．Forexample，thefollowingscholarshavetheirownfoCUSonthedefinitionofthetask．LongisoneofthescholarsintheearlierresearchonTask-basedInstruction．In1985，hewasgiventhedefinitionoftasklikethatpeopledothingsforthemselvesorothersfreeorpaid，forexample，topaintthefence，tohelpchildrenputonclothes，tofillouttheform，togotothestoretobuyshoes，tobookairtickets，toborrowbooksfromthelibrar％totestdriver’Slicense，toprintletters，toloseweight，toopencheck，tofindthedestinationonthemapandSOon．Inotherwords，thetaskisallkindsofthingsthatpeopledoinlife，workandplay．ThedefmitionofLongistoaccomplishthetaskofspecificevents，andalsocanbecalled“therealtask”．Someofthesetasksinthedefinitionneedlanguagetocomplete，suchas5 万方数据bookingairtickets，borrowingbooksfromlibraryandSOon，butsometasksdon’trequirelanguage，suchasfillingoutforms，helpingchildrenputonclothes，etc．InTask-basedInstruction，itisthekeytoimprovestudents’languageapplicationandexpressionability．Therefore，inTask—basedInstruction，tasksshouldbethetaskthatneedstobeexpressedinlanguage．ToPrabhu，thedefinitionofthetaskiSthat：‘"Thetaskisthatlearnersdrawaconclusionorresultfromtheirinformationandthinking．Inthecompletionofthetask，learnerscancontrolandadjusttheirownthinkingprocess”．Inthisdefinition，therearetwothingsworthingspecialattention，thatis，“thinkingprocess’’and“drawingaconclusionorresult”．Thetaskisnotasimplelanguageornonlanguagepracticeactivity,buttheactivitiesthatneedaprocessofthinkingtocomplete(forexample，throughthejudgment，analysisandcomparison，theactivitycanbecompleted)．Inaddition，thetaskmusthavesomekindsofconclusionsorresults．Twostudentsreadthetextofadialogueontherole，andsuchanactivitycannotbereferredtoasthetask，becausethisreadingmodeldoesn’tindicateaclearconclusionorresult．ThetaskdefmitionofNumanDavidis：thatlearnerscompleteanactivityoranactionbasedonprocessingorunderstandingthelanguage，suchaslisteningtotherecordingofthemap，andoperatingaccordingtoinstructions．Taskscannotbeinvolvedinthegenerationoflanguage．Thetaskisusuallytoasktheteachertobeclearwhatthesignofcompletingthetasksuccessfullyis．Thediversityoftasksinforeignlanguageteachingistomakeforeignlanguageteachingmorecommunicative，becauseitgivestheclassroomactivitiesmorepurposeexceptforthelanguagelearning．Numan’Sdefinitionofthetaskiscomprehensiveandrelatedtothespecifictaskoflanguageteachingintheclassroom．Therefore，Numan’Sdefinitionaboutthetaskisadoptedinthispaper．2．1．2ComponentsofataskSkehanisoneofthescholarswhostudytheTask-basedInstructioninrecentyears．Skehan(1998)pointsoutseveralkeyelementsabouttask：(1)theexpressionofmeaningistheprimarypurpose；(2)learnersneedtosolvesomeproblemsofcommunication．(3)Thingsthattheleamersdoshouldhavesomeconnectionswithsomeactivitiesinreallife(4)6 万方数据Completionofthetaskisthemostimportant(thatis，howtocompleteandthesituationofthecompletionaresecondary)．(5)Theevaluationoftheactivitiesshouldbebasedontheresults．TheelementsofSkehanhavedevelopedintoseveralprinciplesofdesigningtasks．Inaddition，Skehanalsopointsoutsomethingsthatarenottobedoneinthetasks：(1)notletthestudentsrepeatthemeaningofthewordsorexpressionsthathavebeensaid；(2)themainpurposeofthetaskisnottodisplaythelanguageknowledgeorskillsthatstudentshavelearnedormastered；(3)thestudentsarenotrequiredtomaintainconsistentinthestudents’learningstyle，processandresult；(4)traininglanguageisnotthemainpurpose；(5)itisnotaconsciousintentiontohidecertainlanguageitemsintheteachingmaterialsforstudentstolearn．AnalysisofthecompositionoftheTask-basedInstructionisdonemainlyfromthefollowingaspects：First，itisthegoal．Likethedailylifeandworkofthetask，thetaskofteachingistohaveapurpose，thatis，itshouldhaveaclearergoal．Asmentionedabove，thisgoalhasadualnature．Thefirstisthetaskitselftoachievethenonteachingpurpose；thesecondistheuseofthetasktoachievethedesiredteachingobjectives．Asinthecaseofthedetectionofthetask，itsnonteachingpurposeistodiscussthereasoningbasedontheconstantincreaseofthecluesuntiltheendofthecriminal．However,theteachingobjectiveofthedesigntaskmaybeachievedbythecompletionofthetaskofthelanguageoftheexchangeoffeelingsgeneratedbythelanguage，enhancethelanguageawareness，improvecommunicationskills。Andintheprocessofcommunication，highschoolstudentsareusedtoexpresstheformofexpression，suchasthehypothesis，thecausality,orthe‘"positive’’and“maybe”．Asateachingtasktopromotelearning，teacherspaymoreattentiontoitsteachingpurpose．Second，itisthecontent．Thiselementofthetaskcanbesimplyexpressedas‘"whattodo”．Anytaskneedstobegiventoitssubstantivecontent；thecontentofthetaskintheclassroomperformanceisrequiredtofulfillthespecificbehaviorandactivities．Third，itistheprocedures．Itreferstothelearners’performancesinataskprocesswhichisinvolvedintheoperationmethodsandsteps．Toacertainextent，itperformsas“howtodo”．Itincludestheposition，orderandtimedistributionofataskinatasksequence．Fourth，itistheinputmaterials．TheSO—calledinputmaterialistoperformthetasksintheprocessoftheuseorbasis7 万方数据ofauxiliaryinformation．Asmentionedinfrontofthecasedetectiontask，youneedtoprintaseriesofcluesonanumberofpiecesofpaper．Taskwillstartfromthefirstclueofreasoninganddiscussions；itcannotgetcertainconclusion，whichinturnincreasestheclues，untilthetruthisrevealed．Inputmaterialscanbelanguage，suchasnewsreports，travelguides，productuse，weatherforecasts，etc．；Inputmaterialscanalsobenonlanguage，suchasastackofphotos，cartoons，charts，maps，traintimetable．Althoughsomeoftheclassroomtasksarenotnecessarilytobeusedorbasedonsuchinputmaterials，inthetaskdesign，itisoftenadvocatedtoprepareandprovidesuchmaterials，SOthatthetaskbecomesmoreoperationalandtheteachingtumsbetter．Fifth，itistheroleofteachersandlearners．Tasksdonotneedtobeclearabouttheroleofteachersandstudentsinthetask，butthetaskwillimplyorreflecttheroleofteachersandstudents．Ateachercanbeaparticipantinataskorasupervisor．Inthetaskdesign，thedesignercanalsotakeintoaccounttheroleoftheteacherandthestudentstopromotethetaskmoresmoothlyandeffectively．Sixth，situationalelementsofthetaskaretheenvironmentorthebackgroundofthetask，includingthecontextoflanguagecommunicationandalsotheorganizationformoftheclassroomtask．Inthedesignofthetask，effortsshouldbemadetomakethesituationclosetoreality,inordertoimprovethestudents’awarenessoftherelationshipbetweenlanguageandcontext．Differentscholarshavedifferentdefmitionsoftask，andfortheanalysisoftheelementsofthetask，theyalsohavedifferentviews．Ofcourse，allofushavethecommongroundthatataskmustincludethefollowingelements：thesignificanceofthetask，somespecificproblemthatneedtosolve，andtheprocessofthecompletionofthetask，andevaluationforcompletionofthetask。Thisisabasiccomponentofallgeneraltasks．2．1．3TypesoftaskScholarsindifferentfieldshavedifferentemphasesontheresearch，SOthetypeofassignmentisdifferent．Alltasksaredesignedtomeetthefollowingrequirements：aclearpurpose，operable，andfromtheactualsituation，thecontentandmethodstrytobereal；theactivitiesoftheprocessareasmuchaspossibletoenrichandextendtotheoutsideoftheclassroom，learningandlife．Thetypesoftasksthatarerequiredtomeettheserequirementsaremainlyinthefollowingareas．8 万方数据Gametasks．Thetaskofthedesignshouldbebasedonexecutorsofthetask．Accordingtodifferentage，gender,occupation，educationlevelandculturalbackgroundofthetaskexecution，thetaskshouldbedesigned，trulyachievethegoalofthetaskandharvestknowledge．Forexample，intheteaching，theimplementationoftaskshouldbebasedtothestudents’age．Gametasksrefertothatusingthewayofplayinggamesprovidesstudentswiththeopportunitytousethelanguagetocommunicatewitheachother．Intheinteractivegamestheycangetaccesstotherelevantknowledgeofgrammar,vocabulary,etc．Studyinginplayingisoneofthemosteffectivewaystostimulatelearninginterest．Forexample，whenthestudentslearnthenumberofwords，teacherscandesignthegamesthatneedtocountsuchasropejumpinggames．StudyiIlgcolor,teacherscanplaythegamesthatneedtowritewordsbylisteningtothesoundofcolor．Englishgrammarteachingcanalsodesignthegametypeoftaskstohelpstudentsusethecorrectgrammarandcombinethetheorywiththelanguagepracticeeffectively．Comparing．Thecomparingtaskistocomparethingsorpeoplethathavesamepropertiestofindoutthecommongroundorthedifferentpart．Forexample，comparingtheprocessoflearningtennisandbadminton，itiseasytofindoutthesameanddifferentpointsinthestrength，skills，andotheraspects．Thatwillbeabletograspthebadmintonandtennisskillsmoreaccurately．Whetheritisacomparisonoracontrol，theyareitemizedcomparativereviewbetweentheobjects，people，places，orevents，views．Thus，teacherscandesignsomeofthetaskstoexercisethestudents’abilitytoanalyzeandjudge．Inthisway,studentscangrasptheprofessionalknowledgemoreaccurately．Solvingproblems’task．Thetasksthatconsidersolvingtheproblemasthefundamentalpurposeareamoreadvancedtypeoftasks．Thisrequiresnotonlytheexecutiveability,butalsotheabilitiesoftheirlogicalthinking，analysis，judgment，andeventheabilitytoorganizeandcoordinate．Problemsaredividedintomanykinds．Forexample，therearedailyproblemsandspecialissues，simpleproblemsandcomplexproblems，commonproblemsandprofessionalissues，andSOon．Thesolutionsandthedifficultiesofdifferenttypesofproblemsarealsodifferent．Thetaskofsolvingthesimpleproblemiseasier,andthetasksofsolvingtheprofessionalproblemsrequireastrongprofessionalknowledgeandexperience．9 万方数据Creativetask．Creativetasksarethemostadvancedofalltasks．Theprocessofgeneratingandcompletingthetaskisaprocessofconstantimaginationandcreativity．classroomteaching，theteacherswanttoachieveperfecteffect，andneedtocontinuetocreatetheclassroomform．Forexample，teachersgivefullplaytothestudents’lectureandoperationabilitythroughthenetworkmedia，socialpractice，andthethemeofthespeech，etc。，and，studentscanaccumulateofknowledge，andimprovetheoverallqualityinthepracticeoflearningknowledge．Thegenerationandcompletionofthecreativetaskareacomplexprocess，whichrequirethecontinuousintegrationofvarioustypesoftasks，andneedmorecomprehensivestrengthoftherexecutive．2．2PresentconfinuoustenseAtpresent，thedefinitionandcompositionofthepresentcontinuoustensehavebeenquitemature，andhavebeenextensivelyusedinpracticalteachingpractice，whichhasastrongpracticalnature．2．2．1DefmitionofpresentcontinuoustenseThepresentcontinuoustenserefersthatthetimetheactionoccursisnow,andthecurrentstateoftheactionis“intheprocessof’．TheSO—called“ongoing，’’istorefertothatwhenitcomestothismatter,theactionisstillinthemiddle．Thebasicuseofthepresenthasthreesituations．(1)Expresswhatishappeningisongoing．(Whenthespeakeristalking)．Wearewaitingforyou．(2)Indicatethatthecurrentactionrightnowmaynotbecarriedoutwhenpeoplearetalking．Mr．Greeniswritinganothernovel．SheislearningthepianounderMr．Smith．(3)Afutureeventthathasbeendeterminedorscheduledbutnotdeterminedtooccur．I"mleavingforatrekinNepalnextweek．(我下周要去尼泊尔旅行)We’reflyingtoParistomorrow．(我们明天乘飞机去巴黎)2．2．2Thestructureofpresentcontinuoustense(1)Thestructuresofpresentcontinuoustensecontainthefollowingkinds 万方数据sth?Subject+be+V．ing“now’’Firstpersonsingular：I+am+verbing．Firstpersonplural：舱手are+verbing．Secondperson(complex)number：Yrou+are+verbingThkdpersonsingular：He(She，It)+is+verbingThirdpersonplural：They+are十verbingAffirmativesentences：Subject+be(is／am／are)+PresentParticipleNegativesentences：Subject+befis／am／are)+not+PresentParticipleGeneralquestion：Be(is／am／are)+subject+PresentParticipleSpecialquestionsentence：specialquestionword+be+subjects+PresentParticiple+Theformsofthepresentcontinuoustensearefollowing．1．Ingeneral，theverbssuffixplus-ing，E．g．jump2．Theverbsthatendin“e”，thendropthe“e”andplusthe“iI培”．E．g．havewrite3．WhentheverbsonlyhaveoneconsonantalphabetattheendofasyllableandthereisonlyoneVowelinfrontofit，thefinalconsonantlettersarewrittentwice，plus—ing．E．g．sitput2．2．3ThereasonofmakingmistakesinlearningpresentcontinuoustenseTeachershaveasummaryforthemistakesmadebythestudentsinlearningthepresentCOntinuoustense．(1)Makingtheverbintothepresentwordsegmentationformiseasytomakemistakes．1．Theyareswiming．(swim)2．Jennyisplaiing(play)football．Answers：1．swimming2．playing‘’^’Analysis：Makingtheverbintothepresentwordcanusethefollowingformula：”aplus，aremoving，and“y，’isunchanged．“aplus”referstothewrittenrules；“aremoving”referstoremovetheword“e’’thatisnotpronounced；‘‘Yunchanged’’referstoseparatewiththenounsbecomingtheplural．(2)Forgetthe“be”verborforgettoturntheverbintothepresent． 万方数据1．Look，twochildrenflying．(fly)akiteinthepark．2．LiMingisn’tread(notread)abookinbednow．Answers：1．areflying2．isn’treadingAnalysis：thestructureoftheaffirmativesentenceofthepresentcontinuoustenseis：“be+doing．Thesewordsareindispensable”．Thismustbekeptinmind．(3)Lose“doing”whenyouaskquestionsaboutverbsorverbs．一Thestudentsaresingingintheroom．Ⅵmatarethestudentsintheroom?Answer：Whatarethestudentsdoingintheroom?Analysis：Inpresentcontinuoustense，whenpopleaskabouttheaction，theycanrememberthissentence‘"what+be+subject+doing+others?”orabbreviatedas‘"what⋯doing⋯⋯?”．(4)Inthequestionsentenceofpresentcontinuoustense，itiseasytoignoreusingthepresentwordsegmentationtheattertheword“or”．孩子们在跑还是在跳?Arethechildrenrunningorjump?Answer：Arethechildrenrunningorjumping?Analysis：“or"’isconnectedwithtwoparallelcomponents，andtheverbformmustbeconsistent．2．3PreviOUSresearchonTask-basedInstructionAtpresent，theresearchonthetaskbasedlanguageteachingmethodhasachievedsomeresults，andmanyscholarsathomeandabroadthroughcontinuousresearchandexperiment，promotetheTask—basedInstructiontodevelopandimprove．However,theresearchonTask-basedInstructionisverylimited，anditleavesalotofresearchspace．2．3．1ForeignstudiesonTask-basedinstructioninpresentcontinuoustenseteachingInthe1980s，DrPrabhu(1981)madeexperimentalverificationforTask—basedInstructionforthefirsttimeinIndia．Thisteachingmethodthengottheattentionofthelinguistsandeducationexperts．Thearticlesaboutthiskindofteachingmethodalsoemergedendlessly．Intothenineteenninety’S，manyarticlesabouttheTask-basedInstructionappeared 万方数据inTEFLsomejournals．Inthenextfewyears，moreandmorelinguisticeducationalexpertsbegantopaycloseattentiontothiskindofteachingmethod．Butlinguistsandeducatorsjustmadesometheoreticalresearchonit，fewstudiesapplyingittopractice．ThewaythatTask—basedInstructionisappliedtothedifferentlevelsofteachingcaseswasnothingmuch．Onthedivisionoftasks，heputthelearningtaskintothreecategories：informationgapactivities，reasoning—gapactivitiesandopinions—gapactivities．Onthespecificteaching，hedividedtheTask-basedInstructionintotwostages：pre-taskstageandtaskstage．Inthepre-taskstage，theteachersin"stdemonstrateorexplainthetaskthatthestudentsmustcomplete，andgivetheproperexamples．Themainpurposeofthisphaseisthattheteachersdoteachingtheclass．Duringthetask，alsoknownasthe‘"personal”stage，tasksaredonebyindividuallearners，buttheycangetthehelpfromtheclassmatesandteachers．Willis(1996)providedtheguidanceoftheoperatinglevelforteacherstocarryouttheTask-basedInstructiontheclassroom,WilisbookAFrameworkfo，-Task-BasedLearning，strictlydividedtask-basedteachingprocessintothreestagesincludingpre-tasks，taskscycleandlanguagefocus．Inthepre—taskstage，theteacherdesignssomespecifictasksandsomeexecutedtasksbasedonthespecificcommunicationandlanguageprograms，accordingtothecharacteristicsofdifferentlearniIlgstages．Itsmainpurposeistoguidethestudentstocarryonthesimpleactivitiesoperation．Intaskcyclephase，thestudemsreportbacktotheteachersandstudentsaboutthecompletingafteramission．Inthelanguagefocusstage，thestudentsusethelanguagetoanalyzethetask，andreflectthemeaningoflanguageactualcommunication．Studentscompletetasksdesignedbytheteacherthroughmanykindsoflanguageformsuchasexpression，communication，negotiationandSOon，andachievethegoaloflearningandmasteringthelanguage．Abouttheteachingmethodsonthepresentcontinuoustense，foreignscholarshavedonealotofresearch．Forexample，Latifah(2011)usedAudio-LingualMethodtomaketherelatedexperiment．DianeKampf(2014)advocatesthegamemethodtostudytoactivelycarryontheconversionbetweenthesimplepresenttenseandthepresentcontinuoustense．Dami(2014)usedashortdialoguetoimprovetheaccuracyofstudentsusingthepresentcontinuoustense．EndangFitria(2014)usedthismethodtomakefurtherexperimentselectingtheseventhgrade 万方数据studentsastheresearchobject．DewiMulia(2014)raisedthatusingtheimagestoteachthepresentcontinuoustense．Ariyani，Nety(2008)studiedontheeffectivenessofinteractiveteachingmethodinteachingthepresentcontinuoustense．Gusrianti(2011)didthecontextteachingresearchaboutthepresentcontinuoustense．DavidNunan，(2001)stressedgrammarlearninginthecontext．SamanandNargesSeidi(2014)discussedtheinfluenceoftheexplicitandimplicitcorrective佗edbacktoEnglishlearnersstudyingpresentcontinuoustense．TheTask—basedInstructionhasahistoryof30years．Therelevanttheoreticalconceptisincreasinglyperfect，andbecometheimportanttheoreticalbasisoftheteachingpractice．ThereadershaveabetterunderstandingoftheobjectofthisstudythroughtheintroductionofthesystemofTask-basedInstruction，whichcancreateagoodtheoreticalbasisfortheinvestigation．DefinitionofTask-basedInstructionTask-basedInstructionhasalmostahistoryof30years．Intheeighty"s，Prabhu(1981)inIndiaforthefirsttimemadeexperimentalverificationonthetaskbasedteachingmethod，andwasthefirstpracticeexplorationoftaskbasedteaching．TheresearchprojectisbasedonEnglishasasecondlanguageteachingreformexperiment，anditemphasizes，thatnot‘"forcommunication，andleamingEnglish”，but‘、hroughcommunicationtolearnEnglish’’：not“learningEnglishSOastobeabletodothingsinthefuture"’，but‘"bydoingthings玲，I-QI"nEnglish”．Prabhuproposedtheconceptoftaskbasedlanguageteachingfromtheperspectiveofteachinginthe80’S，whichintendedtoenabletouselanguagetoaccomplishatask，andtolearnthelanguageinthisway．ThedefinitionofTask—basedInstructioninthecurriculumstandardinterpretationistodevelopalanguagelearningtaskaccordingtothecommunicativepurposesinreallife．Theareworkingonthetask，andachievetheplanandcompletethetaskthroughtheirownefforts．Intheprocess，theycancontinuallyassesstheirownlearning．Task-basedInstructionistotakethespecifictaskasthelearningmotivation,andtakestheprocessofcompletingthetaskasthelearningprocess，anddisplaystheresultsofthetasktoreflecttheteachingachievements．Inshort，thepurposeoftheTask—basedInstructionistoallowtolearnanduse 万方数据thelanguageinwork，andcombinelanguagelearningandlanguageuse．FeaturesofTask—basedInstructionThetraditionallanguageteachingmethodcontainsthreekindsofmodelsthatincludeteachertalk，thestudentpractice，thestudentexpresses．Incontrast，theTask—basedInstructionpaysmoreattentiontostudents，andstudents’practiceisnolongermostimportant，contentsandtimeofteachertoexplainbecomesless．Inshort，theTask-basedInstructionischaracterizedbyfollowingaspects：(1)Communicationispurposeoflearning，andmeansofleaming．OneofimportantcharacteristicsTask—basedInstructioncomparedwithtraditionallanguageteachingmethodisthatlearninglanguagethroughcommunication,andleaminglanguagebydoingthings．InTask-basedInstruction，thecompletionoftaskscannotbeseparatedfromexchange，andthroughexchangeoftaskstoimprovelanguageability．(2)Theauthenticityoflanguagematerials．TheauthenticityoflanguagematerialsisanimportantpartofTask-basedInstruction，whichisdifferentfromtraditionallanguageteachingmethod．TheTask-basedInstructionchoosesreallifeascenterofteaching，andcreatesarealandrelaxedlanguageatmosphereforstudents，whichmakesstudentsfeelrealnatureoflanguageuse．Itstimulatesstudents’languagetalentwithrealtask，andmakesbolduseoflanguagetoachieveleamingeffect．(3)Theconsistencyoflearningprocessandgoal．Taskbasedlanguageteachingmethodnotonlyattachesimportancetoauthenticityofteachingtaskandimprovementofstudents’actuallanguageabilities，butalsopaysmoreattentiontocompletionoflearningobjectives．Underguidanceofteacher,thelearningtaskisdecomposedintoseveralsubtasks，andstudentsareformingabilityofEnglishinprocessofcompletingcourse，andcompletingcoursetarget．(4)Thecombinationofclasslanguageteachingandsociallanguageactivities．Task．basedInstructioniscombinationoftheoryandpractice．ThegoalofTask-basedInstructionistoenablestudentstosolvetheirpracticalproblemsthroughlanguageknowledge．Therefore，theTask-basedInstructionnotonlyemphasizesonimprovingstudents’languageabilities，butalsopaysmoreattentiontostudents’languageabilities．Itcanimprove 万方数据students’abilitiestouselanguagetoparticipateinsocialpracticethroughparticipationinsocialpracticeandfinishingthesocialmissingPrinciplesofTask—basedInstructionTheteachingprincipleisthestudyandthesummaryofthenatureoftheteachingmethod．Task—basedInstructionisalsodifferentforthefocusofthesummaryofit．However,theTask-basedInstructionhasitsownuniqueprinciplescomparedtothetraditionallanguageteachingmethod．Thisarticleismainlyfromthefollowingseveralaspects．(1)TheprincipleoftakingstudentasthemainrolesInthetraditionallanguageteaching，theteachersarethemainrolesoftheclassroom,andthestudentsarearoundtheteacher,theteacheristheorganizeroftheconductorandeventhemonitoroftheclassroom．Studentscarryoutactivitiesandlearningcompletelyaccordingtotheteacher’Sarrangementto，whichmakesthemlackofautonomy．InTask-basedInstruction,however,studentsarethemainrolesoftheclass，andteachersaretheguides，andthemostimportantroleoftheteacheristocreatemoreopportunitiesforstudentsinclass．Therefore，teachersshouldpayattentiontothechoiceoftheexperienceandothermaterialswhichshouldbesuitableforthestudents’ages，interests，lifeexperienceandSOon．Inthedesignactivities，teachersshouldpayattentiontothestudents’interests，andthedesignshouldbeclosetothestudentslearning，lifeofthetasktocreateareallearningatmosphereandstimulatestudents’interestsinlanguage．Task-basedInstructionshouldstrivetopayattentiontotheindividualdifferencesofstudents，andfullymobilizetheenthusiasm,initiativeandcreativityofeverystudent．(2)TheprincipleoflearninginpracticeTask-basedInstructionhasalwaysledthestudentstoachievethepurposeofleaminglanguagebythecompletionofdifferentstagesofthetask．Intheprocessofcompletingtheteachingtask，thestudentswillfindtheirownproblemsthroughtheactuallanguageexchangeactivities，andtheywillfindasolutiontotheproblemthroughtheirownexplorations．Thewaytosolvetheprobleminthispracticenotonlydeepenstheimpressionofthestudents，butalsostimulatestheenthusiasmandenthusiasmofstudents．Therefore，intheprocessofthetaskdesign，itshouldpayattentiontothelanguagetaskandsociallife，nature，ideologicaland 万方数据moral，lifeskills，socialcognition，etc．，SOthatthestudentscanimprovethelanguageability,butalsotheycanlearnmoresocialknowledgeandhumanknowledge．Moreover,itcanmakethestudentsunderstandthesocietymoredeeply,andimprovetheircognitiveability,SOastoimprovetheoverallquality．(3)TheprincipleofauthenticityTheauthenticityoflanguageandsituationisthecharacteristicofTask-basedInstruction．Onlyinthetruenatureofthetask，canthestudentsfeeltheimportanceoflanguageapplication，andcanfullydisplaytheirownlanguagestrengthinthenaturalstatetoachievethepurposeofcommunication．Missiondesignshouldbeclosetothestudents’leamingandlivingconditions，inthiswayitcanstimulatestudents’learninginterest，andmakethemhavewordstosayandtheywillactivelyparticipateintheactivitiesofthetask．(4)TheprincipleofcarryingoutactivitiesinunitInTask-basedInstruction,completingthetaskisconsideredasthemainwayoflearning．Carryingonthetasksmakesaunitastheteam,andsuchanactivityformnotonlyexercisesthestudents’spiritofunityandcooperation，butalsocultivatesthestudents’independentthinking，explorethespiritoflearning．Cooperationisoneofthequalitiesofsocialworkandlife．Goodteamworknotonlycanactivelyandeffectivelycompletelanguagetasks，exercisetheirownlanguageability,butalsocanaccumulatetheexperienceofthestudents’teamcooperation，andmakecommonprogressincooperation．Allinall，theprincipleoftheaboveTask-basedInstructionisthatpracticaltask-basedteachingmustfollow．Theyareanorganicwhole，andmutualcooperation，mutualpromotion；theyreallycreateareal，naturalcommunicationenvironmentforthestudents，andpromotethestudents’cognitiveability,coopermionabilityandlanguageability．FrameworksofclassroomimplementationofTask—basedInstructionItisnotdifficulttofindoutthatthetaskisthekeytotheimplementationofTask-basedInstruction．Thetaskistheintroductionofclassroomteaching，andisagoalthatmorestudentsneedtocomplete．Therefore，thedesignofthetaskisreasonable，andtheprocessofthetaskisorderly,theimplementationofthetaskisstrong，hasadirectrelationshipbetweenthequalityandthecompletionofthecourse．Therefore，thedesignoftheclassroom 万方数据implementationstepsofthetaskrequirespeopletopayenoughattention．IntherelevanttheoryofthedesignofclassroomstepsofTask-basedInstruction，Willisproposedthatinhisarticle“AFrameworkforTask-basedLearning’’：theclassroomlearningtaskcanbedividedintothreestages：pre-taskpreparationstage，stageandlanguagefocusstage．1．Pre—taskpreparationstageThepreparatorystagebeforetheofthetaskisthekeystagefortheteacherstoplayaleadingrole．Inthisstage，theteacherspreparetocompletethetaskbasedonthedegreeofdifficultyofthetaskandtheunderstandingofstudentsforknowledgeofthetasksandrelatedinformation．Teacher’Sworksmainlyfocuseonthefollowingnspects：(1)Warming—upWarming-upstageisthefirststepfortheteacherstoplayaleadingrole．TeacherscanuseEnglishplay,EnglishsongsandEnglishstoriesandotherwaystoelicitthecontentsofthetask．This，ontheonehand，canarousethestudents’interestinlearning，andimprovethestudents’attention；ontheotherhand，itCanmakethestudentsacceptthenewtaskintherelaxedstate，andreducethetensioncausedbythecompletionofthetask．(2)LanguagepreparationBeforestartingatask，teachersshouldorganizeandsumuptherelatedvocabularyandlanguagethatmightbeusedinthetaskprocess，andguidethestudentstoreviewandlearnthelanguage．Inthisprocess，teacherscanusemanywaysforexample，allthestudentsCandoasimplerepetitionofthelearningway,leamrelatedwordsandsentences；theteacherscanalsoorganizestudentstodiscussingroups．Inthediscussion，theycanlearnnewwords，wordsandphrasesandimprovethelearningenthusiasm．(3)TaskinstructionThetaskofteachers’arrangementshouldbespecificandclear．Theteacherwantstotellthestudentsthegoalandtheresultofthetask，andtellthestudentshowtocompletethetaskandhowlongitwillbecompleted．Atthesametime，teachersshouldassignedspecifictaskoftoeachstudent，andhaveaclearstandardtoeachstudent’Sspecifictasksaswellasthesymbolofthesuccessfulcompletionofthetask． 万方数据．Teacherscanprepareavarietyofformsofcompletingtasksforstudentstochoose．Iftheychoosethegroupcooperation，then，theteachershouldpayattentiontotheimportanceofdividinggroup．Thestudentsshouldbedividedproperlyaccordingtothenumberofclassestoensurethatstudentswithdifferentlearningabilityareinagroupwheretheycanbemutualcooperationandworktogethertocompletethetask，andavoidastrongoneorafewstudentsthattheyhaveabilitytakingallthetasks．．2．ImplementationstageTheimplementationstageofthetasks，isnotonlytheprocessofcompletingthetask，butalsotheprocessofinteractionbetweenteachersandstudents，andinthisprocess，teachersandstudentsareplayingdifferentroles．(1)Theimplementationofthetask．Themainroleoftheimplementationofthetaskisthestudems．Studentstakepartintheunittaskbytheformofreading，listening，andcommunicationandSOon．Intheprocessofcompletingthetask，theteachercangiveappropriatehelpandguidance．Afterthecompletionofthebasictasksofallthestudents，teacherscanmakeasimplereview．Thisisacriticalstageforstudentstoplayasubjectivei11itiative．(2)Report．Thisstag}isthesummary·ofthestudentcompletingthetask．Studentsarerequiredtomakeareporttotheteacherandthestudentsaboutcompletingthetaskinaverbalorwrittenform．Thisrequiresthestudentstomakeoralexpressionandwrittenexpressionoftheexercise．Thisprocessisabletoexercisethestudents。abilitytosumupandexpresswrittenexpression．Atthesametime，teachersshouldplayapositiveroleintheprocessofstudentsreportinganddiscovertheproblemsofthestudentsinthelanguage，writtenlanguage，etc．，andgivetimelycorrectionandfeedback．3．LanguagefocusstageTask．basedInstructionfocusesontheprincipleof‘‘studyingindoing”，comparedwiththetraditionallanguageteaching，itpaysmoreattentiontothestudents’understandingoflanguageandtheabilityoflanguageuse．Intheprocessofcarryingoutthetask，studentsmakefulluseoftheirownstrength，andmobilizeallvocabulary,languagetoexpresstheir 万方数据ideas，andcompletethetask，whichwillundoubtedlyenablestudentstolearnthelanguageinexchange．However，itshouldberememberedthatTask-basedInstructionnotonlyattachesimportancetolearning，butalsopaysattentiontothecurriculumobjectives．Theimportanceoflanguageform，vocabulary,grammarandSOonistheimportantpartofthetaskbasedInstruction．(1)LanguageanalysisAfterthecompletionofthespecifictask，thestudentsbegintocarryoutsomerelevantlanguageanalysisactivitiesincludingvocabulary,grammar,sentencepatterns，etc．Inthisprocess，theteachercananalyzeandcorrectthelanguageproblemintheprocessoftaskcompletion．Theteacher’Sanalysisactivityismainlyrelatedtovocabulary,wordmeaning，grammarandsentencepatternsandvocabulary,etc．(2)LanguagepracticeAfterthelanguageanalysis，theteachersshouldorganizetherelatedpracticeabouttherelevantvocabulary,phrases，grammarandSOon．Herethepracticeusesthetraditionallanguagelearningmethods，anddosomespecialexercises．Thiskindoflanguagetrainingistargeted，andcaneffectivelycompensateforthecompletionofthetaskfindingtheproblems，andtheeffectiSobvioUS．2．3．2PreviousstudiesonTask-basedInstructioninpresentcontinuoustenseteachingiIlChinaLanguagestudyofTask-basedInstructioninChinastartedrelativelylate，andfirstlyweforeigntheoryismainlyusedforreference．Butwiththeuseofnewtopicsandmaterials，moreandmoreexcellentteachersattemptedtoapplytheorytopractice，accordingtoChina’Sspecificnationalconditions，theorywithpracticehasmadeimportantresearchachievementsandexperience．Inmidandlate1990s，WuXudong(1997)，XiaJimei(1998)，andotherscholarsintroducedTask—basedInstructiontheoryintotheforeignlanguageeducationinChina，thuscausedwideattentionofforeignlanguageresearchersandteachers．XiaJimeiofZhongshanUniversity,publishedanarticleentitledProblemTeachingandTaskTeachingmethod"sCorticalBasisandItsModel，whichputTask—basedInstructioninEnglishteachingmethod20 万方数据intotheorbitofthedevelopment，andputforwardimportantthoughtofTask—basedInstruction．FangWeili(2003)madeanoverviewoftheTask-basedInstructionfromitscharacteristicsandsignificance，anddiscussedthefeasibilityandproblemsintheimplementationprocessfromthepsychologicallevel．In2002，people’SeducationpressandtheUnitedStatesThomsonlearningpressgroupcooperationpublishedthecompulsoryeducationcurriculumstandardexperimenttextbookEnglish(target)Gofo，．it，afterthereviewandapprovaloftheteachingmaterialofcountrywidemiddleandprimaryschoolauthorizedcommittee，putuseinthenationalcurriculumreformexperimentalarea．Itadopts·themodelofTask-basedInstruction，andwithitstopic，communicativefunctionsandthestructureoflanguage，embodiestheprogressiveadaptationoflearningprogram．Itisinuse．Inthelasttenyears，theresearchofTask—basedInstructioninforeignlanguagefieldcanbesummarizedasfollows：Itfocusesonthetheoreticalexploration，themajorityisbasedonthetheoryofforeigncountries，iteffectivelylearnsandabsorbsaccordingtothenationalconditions，schoolconditions．Thispresentsamulti-level，multiangleofthedevelopmentofthesituation，andtheresultsaregratifying．Basedontheintroductionofforeigntheories，thepapertakesthespecialforeignlanguageteachingenvironmentasthebackground，andmakesacomprehensiveandobjectiveunderstandingandevaluationoftbeTask-basedInstruction．Intheprocessofcognitionandevaluation，scholarshavethecouragetoquestion，criticizeordevelopamoreperfecttheoreticalsystem,Inthelisteningtask，designshouldreflectthepurpose，theintrinsicconnectionandfeasibility,thecontentoftheteachingmaterial,thedifficultytobeequaltothelevelofthelistener,Beforewriting，thetaskarrangementshouldhaveaspecificgoalofmeaningandwritingtheme，differenttasksprovidedifferentmeaningsandlanguageforms．Eachstepinthewritingprocessisreflectedinthe“task”teachingmode，anditcanbemanipulatedtoverifyandimprovetheteachingpractice．TheTask-basedInstructionintheuniversityforeignlanguageapplicationlevelgraduallyexpanded，involvingthefieldsignificantlyincreasedandthecombinationsofrelateddisciplinesmoreopen．Itshowsagooddevelopmenttrend．Task-basedInstructionisgraduallyintroducedthemultimediateaching．Ithasalargenumberoftargetlanguagematerialsthroughthenetwork， 万方数据whichwillbeintroducedintotheclassroom．Theyreflectstheexchangeandinteractionwiththerealworld；thestudentsarebetterthanthoseinthecommunicativeadaptationintermsofcodecontrolandcognitionaccordingtotheevaluationcriteriaofindependenttasks．Thestudents’abilitiestoselfevaluateinoralEnglishisquiteweak．Task-basedInstructionisusedtoteachstudentstotraintheirattentionsandactivebrainthinking．Andthepurposeistofindoutandsummarizetherulesofgrammarandcultivatethecognitiveability．Task-basedInstructionhasasignificanteffectonthespokenlanguageexpression，andtheaccuracyandcomplexityofthelanguagelevelhaddifferenteffectsontheaccuracyandcomplexityoforalexpression．Task-basedteachingmaterialsshouldbecombinedwiththeourcountryownconditions，whichcanreflecttheChinesenativeculture，contactthestudents’reallife，takefullaccountofthestudents’Englishlanguageproficiency,andpayattentiontothetrainingoforaltranslation．InthepasttenyearsinChineseforeignlanguagecirclesofTask-basedInstructionresearch，expertshavemadesomevaluableresultsbuttherearealsomanyproblems．Intheoryandpractice，thestudyoflisteningandreadingisless．Intheoralexpressionoftheresearchresultsarerich，butlackfurtherin-depthstudy．Isthelackofwritingresearch，althoughitisofgreatrealisticsignificanceforEnglishteaching，butfewscholarsareinterestedinthisdirection；TherearefewexperimentalstudiesontheTask-basedInstruction，themethodisrelativelysimple，andthestudyofthequestionnairesurveyandcasestudyisalmostnotcompletelyadopted．Thisignoresthemostscientificandauthoritativestatusofthestudyinalltheresearchmethods．EmpiricalresearchofthearticleisnotmuchisrelatedtothestartoftheempiricalresearchinChina．Aboutpresentprogressiveteaching，manyscholarsandexpertsinthedomesticpaymoreattentionnowtotheuseoftheresearch，suchasthepresentcontinuoustensesaidinthefuture，andsomeverbsthatcan’tusecontinuoustensesandthedifferencebetweentheverbsandpresentsimpleinusage．Therearesometeacherswhohavemadesomespecificteachingdesignresearchesintheaspectsthatusethetask-basedapproachtoteachthepresentprogressive．SuchasXuChunyan(2010)，shedesignedsometeachingactivitiesthatTask-basedInstructionwereusedinteachingthepresentcontinuoustenseofprimaryschool 万方数据English．Inthesestudies，however,especiallyintheresearchesonjuniormiddleschoolstudents，thetheoryofTask—basedInstructionisrich，buttheteachingprocessissingleandexperimentalresearchesarepoor．2．3．3SummaryTosumup，researchesonTask-basedInstructionhaveachievedsomeresultsbothathomeandabroad．ForeignrelatedresearchesputforwardontheconceptofTask—basedInstruction，graduallyenrichedtherelevanttheoriesoftask-basedteachingandleaming．TheTask-basedInstructionbecomesmorematurethroughcertainpracticeresearch．AnddomesticresearchonTask-basedInstructionstartedrelativelylate，especiallytheresearchesappliedtothespecificteaching，aremuchrarenItisnothardtofindthattheapplicationofTask—basedInstructioninjuniormiddleschoolgrammarteachingisinitsinfancythroughthesummaryoftherelatedresearchstatus，andtheactualclassroomteachinghasn’treachedtothephaseofflexibleusage．Ofcourse，theemergenceofthisphenomenonisrelatedthatChinahasbeenadoptingthetraditionalgrammartranslationmethodofteachingmethods．Studentsandteachersalsoneedaprocesstoaccepttheflexible，strongautonomy’STask-basedInstruction．Theteachersshouldimplytheconceptualchangeandtheimprovementoftheteachingmethodsandskillsthroughthetheoreticalresearchandpracticeanalysis．Tosumup，theresearchesontheTask-basedInstructioninthedomesticandforeignhaveachievedremarkableresults．However,theanalysisofthetaskbasedlanguageteachinginthedomesticisstillinitsinitialstage，andtherelevanttheoreticalresearchesaremore，buttheresearchesoftherealpracticeteachingarestillalotofresearchspace．Thisprovidesthetheoreticalbasisandinnovativepointsforthestudyofteachingpractice．TaskisthekeyfortheTask-basedInstruction,whichcreatesagoodopportunityforlearnerstousethelanguage．Fordifferentlearningobjects，differentlearningcontent，teachersshouldpaymoreattentiontothetypesofinnovativetasks，andgivefullplaytothestudents’enthusiasmandlearningability．Task—basedInstructionistotakethespecifictaskasthelearningmotivation，andtaketheprocessofcompletingthetaskasthelearningprocess，anddisplaytheresultsofthetasktoreflecttheachievementsofteaching．Comparedwiththetraditionallanguageteachingmethod，theTask-basedInstructionhasthecharacteristicsofthe 万方数据languagematerialauthenticity,theexchangeforthepurposeoflearningandlearningmethodsaswellasthecombinationofclassroomandsociallanguage．Meanwhile，comparedwiththetraditionalteachingmethod，theTask—basedInstructionhasitsownuniqueprincipleswhichincludetakingthestudentsasthemainroleoftheclass，theprincipleoflearninginpractice，andtheprincipleofauthenticity,andSOon．Theyfullyreflecttheuniqueandinnovativeoftaskbasedhnguageteachingmethod．Teacherswanttoreallypracticethetaskbasedteaching，andtheymusthaveacompleteimplementationoftheframework．Inthethreestageswhicharethepreparationstagebeforetheimplementationofthetask，thetaskimplementationphaseandthefocusofthelanguage，teachersandstudentsshouldgivefullplaytotheirroletoensuretherealimplementationofthetaskbasedteachingmethod，andtoachievethemaximaefrect．Finally,thispaperisaresearchthattheobjectisgrammarteaching．Thegeneralstructureofthepresentstudyandthereasonofmakingmistakesinlearningpresentcontinuoustenseareanalyzedinordertohavecertainsignificancetothedesignandimplementationofthespecificclassroomsurveyinthefollowingtext．24 万方数据ChapterIIIResearchDesignTask—basedInstructionisanewteachingmodelwhichisbasedonconstructivismlearningtheory．ItsetsacertaintaskintheteachingactivitiesSOthatstudentscancultivatecommunicativeabilityintheprocessofcompletingthetasktoacquirelanguageknowledge．Task-basedInstructionisaspecifictaskforthelearningmotivation．Studentscompletethetaskoftheprocessforthelearningprocess．Theresultsofthetaskaredisplayedtoreflecttheteachingofteachingachievements．ThecoreideaofTask-basedInstructioncanbesummedupinthewordofFeez：learnersareintheprocessofparticipatingintheactivitiesofthetask，throughthecommunicationandpurposefulinteractiontoachievelanguagelearningandmastery．TounderstandthepracticalapplicationandtheeffectofTask-basedInstructioninpracticalEnglishgrammarteaching，itisnecessarytocarryoutrelatedexperimentsinthispaper．ThepracticalapplicationandtheeffectofTask-basedInstructioninChineseclasscanbefullyunderstoodthroughthecorrespondingpracticalteachingactivity．Thisstudyprovidesareferenceforthefurtherresearchofourscholarsandareferenceforeducatorstocarryoutteachingactivities．3．1HypothesesAccordingtotheobservationandinvestigationintheactualteachingwork，thereisafactthatinthecourseofthestudy,manyjuniorhighschoolteachersusetraditionalteachingwayintheteachingofreading，listeningandSOon．Theythinkthatthetraditionalgrammarteachingismoredirect，anditcanalsoimprovethestudents’Englishmorequickly．Sothetwohypothesesofthisresearchare：whethertheuseofTBIinjuniorhighschoolgrammarteachingcanarousethestudents’interestinlearningEnglishgrammar．Second，whetherthecommunicativeaccuracyofusingpresentcontinuoustensecanbeimprovedwithTask-basedInstruction．Inthispaper,theresearchmethodsoftheoreticalanalysisandempiricalresearchwereadopted．AndthispaperfocusesontheteachingmethodofgrammarteachinginjuniormiddleschoolandtheTask—basedInstruction，andanalyzesthecloserelationshipbetweenthem．Atthesametime，thispaperisbasedontheguidingideologyofTask-basedInstructioninorder 万方数据tofindouthowcarryouttheteachingofthepresenttenseeffectively．Thispapertriesfindiftheaccuracyofthestudentsintheuseofthepresentcontinuoustensecanbeimprovedandlooksforaneffectivetask-basedteachingapproachofjuniorhighschoolEnglish．Itprovidesaneffectivereferenceforotherteachers．InorderfullyunderstandtheimplementationeffectofTask-basedInstructioninjuniormiddleschool，athoroughresearchthetaskbasedlanguageteachingandtheclassroompracticearecarriedoninthisinvestigation．Onthebasisoftheclassroompractice，aquestionnaireisdesignedaboutEnglishgrammarlearningofjuniorhighschoolstudents，and100studentsfromXingtaiNO．15MiddleSchoolconductthequestionnaire．10EnglishteachersinGradeTwofromthesameschoolareinterviewed．Thequestionnairesurvey,classroomobservationsandteacherinterviewsareconductedunderstandthestudents’attitudetowardsEnglishgrammarlearningandtheattitudeoftheteachersimplementTask—basedInstruction．Thesecanalsoprovidewaysimprovetheteachingmodel．Thesurveydesigntakesthepresentcontinuoustenseasthespecificresearchobject，andlookforwardaccessingthegeneralsituationsaboutTask-basedInstructioninEnglishgrammarteachingthroughaseriesofsurveydesignandeffectivedataanalysis．Itisalsohopedobtaintheteachingattitudeofthestudentsandteachers．Accordingtheresearch，thispapermayputforwardtheproblem，solvetheproblemandhaveacertainpositiveguidancefortheteachingpractice．3．2SubjectsTheobjectofthisexperimentisinvestigate100studentsand10Englishteachersingradetwo．TwoclassesofstudentsinthegradeClass5andClass3arechosenastheexperimentalsubjects．Thesetwoclassesofstudentsallgetintotheschoolbytakingthecity’Sunifiedentranceexamination．AndEnglishtestresultsinthefn-stgradeofjuniorhighschoolarebasicallysimilar．Class3isthecontrolclassandtheClass5istheexperimentalclass．Priortheexperiment，twoclasseswereperformedrespectivelyforthefirsttimecarryoutthetestforthedatapreparation．Inthecaseofanyotherinvariable，onlythemethodofchangingtheteachingmethodiscarriedoutintheteachingexperiment．Intheexperimentalgroup，theTask-basedInstructionisusedteachEnglishgrammar．Thecontrolgroupwas26 万方数据carriedoutintheoriginalmethod．Finally,thestudycollectsdifferentdataoftwoclassesthroughthetestofthegrammarexerciseandmakesthedataintoacomparativeanalysisthendrawaconclusioninfmal．3．3InstrumentsThemainresearchtoolofthisresearchisthecomprehensiveleveltestandaquestionnaire．Beforetheexperiment，theexperimentalclassandthecontrolclassaretestedrespectively．Theprevioustestpapersaboutthecurrentknowledgeofgrammararebasedonthegrammarknowledgethattheexperimentalstudentshasmasteredinthefirstgrade．Theteachercollectstheexperimentalresults，andusestheSPSSsoftwarefordataanalysis．ThepurposeistoensurethatthestudentsintheexperimentalclassandthecontrolclasshavenodifferenceinthelevelofgrammarandEnglishproficiency．Aftertheexperiment，theposttestisoutintheexperimentalclassandthecontrolclass．Twoclassesaretestedatthesametimeandinthesameplace．Theteachersorganizethetesting，andcollectthetestresults，andfinallyusetheSPSSsoftwarefordataanalysis．Thequestionnaireisaftertheexperimentintheintheexperimentalclassandthecontrolclass．ItishelpfultoseewhethertheuseofTBIinjuniorhighschoolgrammarteachingcanarousethestudents’interestinlearningEnglishgrammar3．3．1QuestionnaireThequestionnairesurveyofthisexperimentisasurveyofstudents’interestsinEnglishgrammarlearning．Thesubjectsarethestudentsoftheexperimentalclassandthecontrolclass．ThepurposeofthisinvestigationistoinvestigatetheattitudesandinterestsofthetwoclassesofstudentsaboutthesetwoteachingmethodsaftertheyacceptedthetraditionalEnglishteachingmethodandTask-basedInstruction．PleaserefertoAppendixIfordetailsofthequestionnaire．Thequestionnaireisatotalof10topics，includingthefirst9topicsaremultiplechoice；thelasttopicisasubjectivequestionwhichhasastrongsubjective．Inthetwoclasses，thedetailedexplanationtoeachquestioninthequestionnairewason，whichguaranteethatthestudentshavefullandaccurateunderstandingoftheproblem．Thisstepisveryhelpfultoobtainthemosttrueandvaliddata．Thequestionnaireissued100copies；allofthe100copiesarevalidquestionnaires．27 万方数据The1-3problemsaremainlyusedtoinvestigatethestudents’interestinlearningEnglishgrammar．The4-8problemsaremainlyaboutthestudents’acceptanceofteachers’classroomteachingmethodandtheinvestigationofthestudents’learningmethods．TheninthproblemistostudytheenthusiasmofstudentslearningandthefutureofEnglishgrammarlearningenthusiasm．Finally,itisanopenquestionwhichismainlyusedtounderstandthestudents’expectationsandsuggestionsontheteachers’languageteachingmethodinthecourseofthechangeofteachingmethods．Thedesignofthequestionnaireissimple，butthepurposeisstrong，itcanbetargetedtoobtainrelevantinformationforthefurtherunderstandingofthepracticeinTask—basedInstructionandtheexistingproblemsofimportantguidingsignificance．3．3．2TestsPre．textPriortotheexperiment，twoclasseswereperformedrespectivelyforthefirsttimetocarryoutthetestofthepresentcontinuoustenseforthedatapreparation．Themaincontentoftheexperimentistopresenttherelevantknowledgeofthegrammarwhichstudentsintheexperimentalclassandthecontrolclasshavelearned．Themainpurposeistoprovethatthestudents’Englishlevelsinthetwoclassesdonothavesignificantdifferences．Thetestmainlyincludestwotypes：multiplechoiceandfillingintheblanks．Thetotalscoreofthetestis100points．Post．testAftertheexperiment，theexperimentalclassandthecontrolclassbegantocarryoutaunifiedtest．Thatisthepost-test．Twoclassesaretestedatthesametimeandinthesameplace．questionsintestpaperarefromtherelevanttestpapeLforexamplethefmalexamofthecity．Thecredibilityishigher．Thetestquestionsaremainlyabouttherelevantknowledgeofthepresentcontinuoustense．Thetestquestionsofthetwoclassesarethesame．Thetestisusedtostudywhetherthestudents’degreeofknowledgeacceptanceandlearningeffectaredifferentinthetwoclassesbyhavingexperienceddifferentteachingmethods．Thetestquestionsaremainlytwotypes：multiplechoiceandfillingintheblanks．Thetotalscoreofthetestisstill100points．28 万方数据Afterthisexperiment，theresultsoftheexperimentandtheexperimentalresultsareanalyzedindetail，andtheresultsareanalyzedindetail．3．3．3IntervieWPersonalinterviewswereconductedwith10EnglishteachersingradetwointheNo．15MiddleSch001．Thepurposeofthisstudyistoincreasetheamountofinformation．ThatwillbemoreintuitivetounderstandEnglishteachers’attitudetotheimplementationoftheTask-basedInstruction，theuseoffrequencyandunderstanding．Itisveryusefultofurtherunderstandtheproblemsthattheteachersencounteredintheprocessofteachingintheclassroom．Theinterviewinaformofatalkinthebreaktime，eachteacher’Sinterviewtimeiscontrolledwithin15to20minutes，theuseofrecordandrecordintheformofinterviews．Finally,thecomprehensiveanalysisoftheresultsabouttheinterviewwillbecarriedout．TheoverallviewoftheTask-basedInstructionandthesuggestionoftheteacheraregottenfromtheanalysis．3．4ProcedureThesameteacherteachesstudentsoftwoclasses．Twoclassesofstudents’learningcontentarethesame：thepresentcontinuoustense．ThedifferenceisthattheTask—basedInstructionisusedintheexperimentalclasswhiletheteacherusesthetraditionallanguageteachingmethodinthecontrolclass．Bothintheexperimentalclassandthecontrolclass，noinformationWasdisclosedtothemabouttheexperiment．Specificexperimentalproceduresareasfollows：First，beforethebeginningoftheteaching，thestudentsintheexperimentalclassandthecontrolclassweretestedbeforetheexperiment；thecontentofthetestisnowcarriedontherelatedtopics．ThepurposeofthetestistomakesurethatthestudentsinthetwoclasseshavelittledifferenceinEnglish．Itcanassurethattheexperimentalcomparisonisavailable．Theteachershouldoptimizetheteachingresourcestoguidestudentstolearnbeforeclass．Theteachersdesignthethemeofthetext．Theteachingcontentoftheproblemisthroughthe‘"teachingdesigns”．Theteachershouldprepareleamingtasksforstudentsoneweekagobytherepresentativeoftheclassisresponsiblefortheunifiedissuedtothestudents．Andteachersshoulduploadtheelectronicversiontotheteacher’Spersonalresourcelibrary,29 万方数据andguidestudentstolearntolearn，tocollecttherelevantinformation，tocompletethetaskoflearning．Asforthetask，thestudentswilltaketheinitiativetocompletethetasksaccordingtotheirabilitiesenergy．Andtheteachershouldhaveapreliminaryunderstandingoftheknowledgefmdoutthedifficultproblemsforthepreparationinsecondstage．Second，theexperimentbegins．Task-basedInstructionisusedintheexperimentalclass；thecontrolclassisstilltaughtinthetraditionallanguageteachingmethod．Teacherschoosetherightrealtaskemphasistheimportanceoflearningactivitiesasthecenterofthestudy．First，theteacherasksthestudentstoreadthetextfi?ompointofview．Thearticlehasadeepunderstandingthatdevelopsthestudents’abilitytogeneralize．Thestudentsareactivelyinvolvedintheactivities，suchasgroupdiscussion，pairtraining，roleperformancepublicdisplay．StudentsinthereallanguageexchangeenvironmentcanuseEnglishtocompletethecommunicationtaskintheactuallife．Theytheirpartnerstalktogether．Thegroupdiscoverstheproblem；analyzestheproblemsolvestheproblem，andthentheyelectarepresentativetogivethewholereportpresentstudyresultsingraphicform．Finally,theysumuptheteacher’Scoaching．Theconsolidationoflearningcontent，learningachievementacceptancewascarriedout．Undertheguidanceoftheteacher"thestudentsaretaughtinanewway．Byusingthe，‘"campusnetworklanguagelearningplatform"’，teachersarrangeonlineassignmentstothestudentsontime．Studentscangiveonlinesubmissionsintime．Theteacherchecksthework,studiesthe危edbackinformation，andcarriesontheappraisaltheanalysistothestudent’Scompletionofthetask．Accordingtotheevaluationcriteriaoftheteacher,thestudentsevaluatethemselvesanalyzetheresultsoftheirstudy．Theteachercarriesonthespotcheckaboutthestudent’Scompletionsofthetaskgivesthecommentspointsoutthequestionswhichhavetheuniversalnature．Thepurposeistoguaranteetheoverallenhancementoftheteachingefficiency．Third，aftertheendoftheexperiment，thestudentsofthetwoclassesweretestedagain．Andthequestionnairesurveywascarriedoutafterthetest．30Fourth，theteachercollectsthetestdata，andanalyzestherelevantdata．Duringtheteachingintheexperimentalclass，theteacherCancreatetheopportunityfor 万方数据thestudentstocreateexchange，listening，speaking，reading，writingandSOon．Whileinclassroomofcontrolclass，theteacherexplains，thestudentsanswerteacher。Squestions．Theypayattentiontodetailedexplanationsofgrammarandvocabulary,takingintoaccounttrainingoflisteningandspeakingskillsofreadingandwritingatsametime．3．5ASamplelessonforexperimentalclassThecontentsofthissectionareakeypartofpresentcontinuoustense：usingpresentcontinuoustoexpressfuturetime．Thestudentsknowlittleaboutitandthiskindofuseisspecial，SOitiseasyforstudentstohaveapsychologicalfearrejectionaboutthiscontent．Therefore，theteacherusesTask-basedInstructionwhichismoreparticipatoryandmorevividtoteachlesson．Pre,task：Atbeginningofclass，theteacheruseafewminutestoplayaveryfamiliarcartoonmovie”KungFuPanda”．Inclass，itisnaturaltoaskstudentswhethertheyknowfilm．Thestudentsareveryhappyandveryactivetoanswerrelevantquestions．Theclassroomatmosphereisverygood．Thatmobilizesenthusiasmofstudentsandpurposeofthislessonisintroduced．Atsametime，thescreendisplaysrelevantsentences，suchas：1．Thepandaisgoing．2．Hisfatheriscoming．Then，thestudentscantrytotranslatethissentence．Leadstudentstotranslate：“这只熊猫要走了”“他的爸爸要来了。”Thispartcanattractattentionofstudents，stimulatetheirinterestsinlearning，andleadtoteachingcontentofthiscourse．Inthetask：Firstly,strikewhileironishotafterfirststep．Theteacherletstudentsanalyzepredicateverbs(thepresentparticiple)insentence．Thenletthemreviewandpresentrelevantcontent．Atthistimereviewfocusonpresentparticiple，anditcomparedwithwordswrittenonblackboardforseveraltimes。Afterreviewinggeneralsituationofpresentwordsegmentationwithstudents，theemphasisisonpresentsituationof 万方数据thefuture．Secondly,theteachershowsafewpicturesonscreen，andguidestudentstospeakactivelyaboutcontentsofpicturesinEnglish．Incourseoflearning，theteacherguidesstudentstothinkoverwayofusingpresentcontinuoustensetopresentfuture．Theteachingaimofthispartistousestudents’familiarwithpicturesofpeople，objectstostimulatestudents。interestinlearning．Inend．thetheorypointofviewcanbedrawnlikethis：Inadditiontoexpressingmeaningofpresent，thepresentcontinuoustensecanbeusedtoexpressfuture．Themeaningof‘‘intention’’‘‘arrangement’’or‘"plan’’canbeusedinfuture．TheeightmainformsareshowedonPPT．(1)Itcanexpressnearfuturewithtransferverbs．Sheiscoming．她要来了。WhenisKangkangstarting?康康什么时候动身?(2)Itcanexpressnearfuturewithnontransferverbs．JaneismeetingAndyafterclass．简课后去找安迪。WhatarechildrendoingnextSunday?孩子们打算下星期干什么?(3)ItcanexpressdistantfutureoccasionallyLiGangisjoiningPLAwhenhegrowsup．我长大了要参加解放军。(4)Whenitisexpressedinfuture，sometimesitcontainsmeaningof”determination”，whichisusedinnegativestructure．32He’Snotcoming．他不来了。Mikeisnotdoingthisanylonger．迈克不会再这样做了。 万方数据(5)Sometimesitcanbeusedinaffirmativestructure．I"mbackingout．我要打退堂鼓了。(6)Whenwetalktosomeone，thepresentcontinuoustensecanbeturnedintoanordecButthetoneiSmoremoderateYouarestaying．你留下吧。Justremember：youarealsotakingpart．记住：你也要参加。(7)Itcanbeexpressedintime，condition，orreasonadverbialclausestoshowthefuture．Whenyouarepassingmyway,pleasedropin．当你路过我家时，请进来坐一坐。(Adverbialclauseoftime)Iftheyarenotdoingit，whatshouldIdo?如果他们不干，那我该怎么办?(Adverbialclausesofcondition)(8)Itcanbeusedinindirectspeechandthatmeansthespeakerbelieveitisafact．Janesaidsheisleavingtomorrow．简说她明天走。SometimesthepresentcontinuoustenseissubjecttothefuturetenseWhenmyparentsareflee，theywillcometotheschooltoseehowwe’rebothdoing．当我父母有空时，他们会来学校看我们俩的学习情况。Inordertotestifthestudentsreallygrasptheusageofexpressingthefuture，acorrespondingexampleisgivenonthescreen：HesaidhemeapresentunlessIindoingtheexperiment．A．hadnotgiven；hadnotsucceededB．wouldnotgive；succeedC．willnotgive；succeedD．wouldnotgive；willsucceed．Theteacherletthestudentsdiscussandanalyzethequestioningroups，andchooseonestudenttogivetheanswerfinally．Infact，thestudentsgivethecorrectanswersoon．Itshowsthatstudentsgraspthecontentwellandthestudentsareconfidentenough．Onthisbasis，theteacheraskedwhethertheyarewillingtotrymorechallenging33 万方数据questionsandstudentsitchforatry．First，sixmultiple—choiceareshowedtostudents．Thesesixandthecitymid-termexamareexactlythesame．Thenthestudentsareaskedtohaveagroupdiscussionandanalysis．Afterthediscussion，eachgroupshouldsendastudentwritetheanswerstotheseontheblackboard．Thestudentsfi"omthesamegroupcanhelptocorrecttheanswers．Theteachingaimistohelpstudentsconsolidatetheusageofthepresentcontinuoustenseandletthestudentsusetheknowledgetoapplytoanswerexaminationquestions．Finally,thestudentshavealreadyknownthatthepresentcontinuoustensecanbeusedtodescribethemovementofpeopleorobjects．Inordertoconsolidatetheknowledgethathasbeenlearnedfurtherandemphasizethepragmaticfunctionofgrammar,theteachersetsupthegametime．Inthisgame，theteacherdividesthestudentsintotwogroupstodescribepeople’Sactionandtheactionoftheobject．Twodifferentstudentsaretoldtochoosedifferentquestions．ThenletthestudentsgobacktothegrouptodiscussandhelpeachothenAfterthat，eachgroupsendsastudenttodescribetheimagecontentwithactions．Theotherstudentsguess，andsaywhatpeopleoranimalsaredoing．Thestudentswhogivetherightanswerwillhaveapresent．Factsprovethattheeffectisverygood．Theintentionsaretoconsolidatetheknowledgefurtherandstressedtheimportanceofgrammarlearning．Post．task：Thepersonorthingthatappearsintheupperpartofthestepsisveryfamiliartothestudents．Theactionsofthesecharactersareverydramaticandhumorous．ThentheteachershowsthehumorousphotoswiththemusiconPPTandreviewsthemagain．Onthisbasis，theteacherasksthestudentswhethertheyarewillingtoputthecharactersintheseslidesintoasmallstory．Sucharequestistostimulatestudents’enthusiasmforexploration．Intheend，theteachertakesoutasmallstorythathadbeenwrittenandletstudentsmakeanevaluationofit．Thestudentsagreethatthesentencesinthecompositionaretoosimpleandthevisualsenseisnotstrong．Thestudentscanusethepresenttimetomodifythecompositiontobebetter．Then，theteacherletthestudentsworkingroupstomodifythiscomposition．Inthecourseoftheinspection，theteacherusesthecameratOshootdownapartofthestudents’compositions，andputonthebigscreentoletthewholeclasstoenjoy．Theteachingintentionofthispartis 万方数据toconsolidatetheknowledgefurtherthathasbeenlearnedandapplyitthewritingpart．ItcanachievethegoalinimprovingthelevelofEnglishwriting．Theexampleaboveissupportedbytheideaof“doinginlearningandlearningforuse”．Ingrammarteaching，studentsareveryactiveandtheycancommunicatewitheachotherabouttheirdifferentinformation．Groupdiscussionisthebestwayexchangeinformation，butalsoimprovethestudents’communicativeskills．Withtheencouragementoftheteacher，allthestudentscanexpresstheirideasinEnglish．StudentscantraintheirspokenEnglishinthe‘"real”worldbytakingpartindifferentactivities．35 万方数据ChapterIVAnalysisandDiscussionsTheexperimentaldesignwascarriedouttwice，oneisthetestbeforetheexperiment，oneisthetestaftertheexperiment，andtheexperimentalgroupswerethecontrolclassandtheexperimentalclass．Afterhavingalltheresultsofthesurvey,useSPSSsoftwaretoanalyzetherelevantdata．Firstofall，thetestbeforetheexperimentisanalyzed，thedatashowsthatbeforetheexperiment，thestudentsintheexperimentalclassandthecontrolclasshavelittledifferenceintheEnglishlearningabilityandtheEnglishfoundation．Secondly,thetestscoreswereanalyzedandcomparedwiththeresultsoftheexperiment．TheresuksshowedthatthestudentsintheexperimentalgroupreceivedtheTask-basedInstruction，whichhasagreatimprovementinthecomprehensiveabilityandinterestinEnglish．Finally,theresultsofthequestionnairesurveyshowthattheTask-basedInstructioncanstimulatestudents’interestinEnglishlearningandtheenthusiasmandconfidenceinlearningEnglish．4．1Students’interestinlearningEnglishgrammararousedTheTask-basedInstructioncanimprovestudents’interestinEnglishlearning，mainlythroughthequestionnairesurveyresultsofdataanalysistoreflect．Here，itisclearthatinthissurvey,theoptionofeachtopicfromAtoE，thecontentisdifferent，butthedegreeofexpressionisreducedbylowtohigh，therefore，inthefollowingdataanalysistableisnotadetaileddescriptionofeachoptionineachissue．Atotalof100studentsparticipatedinthissurvey．100pointsweredistributedand100questionnaireswerecollected．Allquestionnairesarevalid．Table1Datafromthequestionnaireoftheexperimentalclass＼QNchoi八123456789A432453465B646798637C34323425D171614211511131714E202325161824251936 万方数据Table2Datafromthequestionnaireofthecontrolclass＼QNchoi汰l23456789，A812131615ll13t012B282623252023222321●C3’523423D4，637586E746457568Fromthedataobservedonthetable，itisnotdifficulttoseethat37studentsintheexperimentalclassthinktheyhavegreatprogressinlearningEnglishgrammar．While，inthecontrolclass，only7studentsthinktheygetprogressinlearningEnglishgrammar．Inthesecondquestion，the39studentsintheexperimentalclassareveryinterestedinEngfishgrammarlearning，butinthecontrolclass，thereare38studentswhohavenointerestinEnglishgrammarlearning，andevenrejection，whichshowsthattheTask-basedInstructioncaneffectivelystimulatestudents’learninginterest．Inthethirdquestion，39studentsfromtheexperimentalclasslikethewaysoftheteacher’Steaching．However,inthecontrolclass，only12studentslikethetraditionalteachingmethod．ItisnotdifficulttoseethattheTask-basedInstructionmethodhasagreatinfluenceonstudents’learningattitude，whichismoreacceptable．FromQuestionsfourandfive，37studentsintheexperimentalclasslikerememberingtheEnglishgrammarrulesinspecificcontext．Andthereareeven33studentsintheexperimentalclasslikesummarizingthegrammarrulesliomsentences．ThisshowsthatafteraperiodofteachingbyTask—basedInstruction，themajorityofstudentsbegintoacceptandliketolearntheknowledgeandimprovetheirEnglishbythewayofautonomoustask．Questionssixandsevenaretheevaluationofstudents’Englishlearningsituationinfinishingthetask．Thereare36studentsintheexperimentalclasswhocanthinkactivelyduringthetask，theprogressisverygreat，and38ofthestudentsintheexperimentalclasscanlearnthegrammarmoreeasilythroughfinishingthetask．ThisgroupdatastronglyshowsthattheTask．basedInstructionhasbeenrecognizedbystudents，students’learningperformanceisthebestproof,FromQuestioneightandnine，36studentsintheexperimentalclasswhocanuse37 万方数据grammartocommunicatewithothers．Atthesametime，33ofthestudentsintheexperimentalclasspaymoreattentiontothemeaninginsteadofthesentencestructurewhentheyaretalkingwithothers．ItiseasytogetthattheTask-basedInstructiongivestheconfidenceandcourageofstudentstolearnEnglish，theincentiveeffectisobvious．Fromtheanalysisoftheabovedataitcanbefoundthat，afteraperiodofdifferentteachingmethodsofexperiment，theexperimentalclassandcontrolclassofstudents’learningattitude，leamingconfidenceandlearningmethodshaveproducedaverybigdifference．Theexperimentalclasshasahigherdegreeofacceptanceofthelearningmethod，andithasapositiveattitudetowardstheprogressofthepresent．Incontrast，thecontrolclassofstudentslearningenthusiasmisnothigh；thecurrentlearningeffectisnotsatisfied．TheconclusionisthattheTask—basedInstructionhasaverypositiveeffectonthestudents’learninginterest，leamingattitudeandlearningmethod．IntheTask-basedInstruction，theteachersadopttheTask-basedInstruction，whichisbasedonthearrangementofthepracticallifeandthepracticalEnglishtask。Comparedtothestudentsinthecontrolclass，thestudentsintheexperimentalclasshaveincreasedtheirlearningquantitiesintheteachingprocess，ontheotherhand，theyimprovetheirlearningenthusiasm,andtheirinterestinlearningEnglishisgreatlyimproved．TheconclusionisthatcomparingtothetraditionallanguageteachiIlgmethod，theTask-basedInstructioninteachinghasamorepositiveeffectonthestudentsinthepracticalteachingthroughtheanalysisoftheabovechartsanddata．Accordingtotheexperimentalclassandthecontrolclass，thefactisthatthestudentsintheexperimentalclassandthecontrolclasshavenodifference，butonlyafteraperiodofexperiment，theexperimentalclasshasalotofchangescomparedtothecontrolclass．SoitisrealthattheTask—basedInstructionissuccessfulinthemiddleschoolEnglishteaching．TheTask-basedInstructioninteachingmodeismoreeffectivethanthetraditionalteaching．Itcannotonlyimprovethestudents’abilityofgrammar,butalsocanimprovestudents’abilityofusinglanguage．Fromthequestionnairesurvey,theconclusionisthattheTask．basedInstructioninteachingcannotonlychangetheaRkudeofstudentstolearngrammar,butalsoto38 万方数据stimulatestudents’motivationandinterestinlearninggrammar．Fromthenormalclassroomsituation，theexperimentalclassstudentsarewillingtoparticipateintheactivitiesoftheteacherdesign，especiallywiththecompletionoftasksandotheractivitiestheyliketocompletethetask，whichenhancesstudents’interestinlearningEnglishgrammar．4．2ThecommunicativeaccuracyofusingpresentcontinuoustenseimprovedForthestudentsintheexperimentalclass，theTask—basedInstructionisappliedtotheteachingofthepresentcontinuoustense，andthestudentsparticipateintheclassroomactivitiesmoreenthusiasm．Insuchahighdegreeofparticipationintheclassroom,everystudentwillactivelyparticipateinthetask，throughmutualcooperationtoimprovetheirlanguageabilityandoralexpressionability．DuetotheTask—basedInstructionintheclassroom,thedesignandimplementationofthetaskensurethatitisclosetolife，closetotheactual，itcanarousethestudents’resonanceandthestudents’positiveparticipation．Intheprocessoftaskcompletion，itcanfullymobilizethestudentstomakefulluseofvariouslanguageandnonlanguageformtoexpressthedesire，andultimatelyachievethepurposeofsolvingaproblemthroughtheeffortsof．Inthisway,thestudentslearntochoosetousethelanguageintheappropriatecontext，improvetheirlanguageuseability．Thispointisreflectedfromtheclassactivesandobservations．TheTask-basedInstructionisespeciallyconsistentwiththelanguageabilityofimprovingstudents’communicativecompetence．Teachersgenerallybelievethat，compared’tothetraditional3Planguageteachingmethod，taskbasedlanguageteachingmethodtogivestudentsagreaterautonomy,notonlyrequiresthemtoaccuratelygrasptheknowledgeofgrammar，butalsoexercisetheirlanguageability,theabilitytospeak，thispoint，intheChinesecharacteristicsofforeignlanguageteachingisverysignificant．4．3ThegrammaticalaccuracyofusingthepresentcontinuoustenseimprovedInthisperiodofexperimentalteaching，thestudentsintheexperimentalclassgreatlyimprovedinEnglishlearningstrengthandtheuseofthepresenttense．Thiscanbeclearlyanalyzedbycomparingtheresultsofthetestbeforetheexperimentandaftertheexperiment．39 万方数据4．3Thepr·-testandthepost·-testcomparisonofExperimentalclassesandcontrolclasses35h：30o皇25：20葛15署10_。5O4．4Thepr-testandthepost-testcomparisonofExperimentalclassesandcontrolclassesByanalyzingtheaboveTableandTable4．4ofthedataanalysis，itiseasytofindthatfromthecorrespondingeachfraction，excellentrate，qualifiedrateaswellasagoodratio，theexperimentalclassof50studentsafterthistimeofTask-basedInstruction，theexcellentratedoubled，from32％to64％，60to69pointsinthisfractionofthenumberwassignificantlylower,withtheoriginal28％droppedto4％．Incontrast．thestudentsinthecontrolclassdidnotchangemuch．Outstandingnumberhasnotchanged，butthenumberofstudentswhoisgoodhasalittleincrease，thequalifiedrateisrelativelystable，itdoesnotmakemuchprogress．ThissetofdataissufficienttoshowthatthestudentswhohavereceivedtheTask—basedInstructionhaveasignificantimprovementinthegrammarrules．Inaword，theTask—basedInstructioningrammarteachingisobvious，especiallyforstudentswhohavenot40 万方数据beenabletoarousetheirlearningenthusiasm，andcanimprovetheirgrammarlearningability,whichhasveryimportantpos“ivesignificancetostudentswhohavenotonlycanstimulatethestudents’learningenthusiasm．Comparedwiththetraditionalteachingmethod，Task-basedInstructioninEnglishgrammarteachingnotonlypaysattentiontothehnguageform,butalsopaysattentiontothelanguageskills．Firstofall，theTask—basedInstructioninEnglishgrammarteachingcreatesasocialenvironmentforstudents，whichcanstimulatestudentstolearnthetargetlanguagetounderstand，controlandcommunicate．Secondly,theTask-basedInstructioncaneffectivelyimprovestudents’languageawarenessandperceptionability,butnotonlythemechanicalpracticeandrepetition．Again，theTask—basedInstructionpresentsthelanguageknowledgeinanorganicsystemratherthanisolated，static．Finally,theTask—basedInstructionteachesstudentshowtosumupthegramnmrrulesfromtherealdataanddonotimposethegrammarknowledgewhichisdifficulttounderstand．InEnglishgrammarclass，studentsaremoreinclinedtousetheirmothertonguetolearnknowledge，andTask-basedInstructionteachesgrammarknowledgepointasthecenterofthetask，SOthatstudentscanmastertheknowledgeandimprovetheabilitytouselanguagethroughthecompletionoftasks．Tosumup，throughtheexperimentandtheanalysisoftheexperimentalresults，thereareenoughreasonstobelievethattheTask-basedInstructionisverysignificantinimprovingtheaccuracyofstudents’languageuse，improvingstudents’languageabilityandimprovingstudents’learninglanguage． 万方数据ChapterVConclusionThefollowingconclusionscanbedrawnthroughthetheoreticalandempiricalresearch：InEnglishgrammarteachinginjuniormiddleschool，theuseofTask-basedInstructionintheshorttermaffectedthestudents’performancesignificantly．Thiskindofteachingmethodisbeneficialtotheimprovementofstudents’Englishlevel．Itismoreconducivetomakeclassroomatmosphereactive．5．1SummaryoftheresearchFirst，thesummaryofthisexperimentisthat：(1)TheTask—basedInstructionfullyreflectsthecharacteristicsofEnglishpractice．Itchangesthesinglememory,acceptance，imitationofpassivelearning．Thereal，interestingandmeaningfultasksareconducivetothestudents’activeparticipation，hands-onpractice，independentthinkingandcollaborativeresearch．(2)TheTask—basedInstructionhasinspiredthestudentstomobilizeallthelanguageresourcesandleadtheirlanguageknowledgetotheextreme，SOthatthestudentsforgetthattheyarelearningEnglish．(3)TheTask—basedInstructionprovidesstudentswithalotofopportunitiestounderstandanduseEnglish，anditisbeneficialforstudentstoacquirelanguagenaturally．(4)Intwelveweeksofteachingpractice，thestudentsintheexperimentalclasshavebeengreatlyimproved，especiallythestudentswhoareinthemiddleandlowerlevels．ThisfurtherprovedthattheTask-basedInstructioningrammarteachingismoreeffectivethanthetraditionalteachingways．(5)TheresultsofthequestionnairesurveyalsoprovedthattheTask-basedInstructioncanarousethestudents’enthusiasmtolearngrammar,italsostimulatestudents’interestsandmotivationsinlearningEnglishgrammar．Atthesametime，Task-basedInstructioncancultivateanddevelopstudents’creativespirit，practicalability,abilitytoanalyzeandsolveproblemsandtheabilityofcommunicationandcooperation．(6)Theresultsofthetaskcompletioncanprovidestudentswiththestandardofselfevaluation．Thatcanmakeitasenseofachievement，andtransformintothefollow-uppower42 万方数据oflearning．Task-basedEnglishgrammarlearningprocessisfullinsight，reflectionandintrospection．Thatcanstimulatethestudents’motivationlearninggrammar,andmobilizethestudents’innerdrive，andfurtherimprovetheirabilitiestofindandsolveproblems．Intheprocesscompletingthetask，notonlythestudents’abilitytouselanguagehasbeenpromoted，butalsothestudents’awarenessparticipationandcooperationspirit．Andtheyexperiencethejoysuccessinthisprocess，too．Theexperimentalresultsshowthat：comparedwiththetraditionalEnglishgrammarteaching，Task-basedInstructionismoreeffective．ItCallnotonlyimprovethestudents’abilitylearninggrammar,butalsochangethestudents’attitudestowardsleaminggrammar．Task-basedInstructionisnotonlyapeople—oriented，advancedandeffectiveteachingmode，butalsoamodethatreflectstherealvaluelanguage．AndinTask-basedInstruction,thelearnersdonothaveanystrongmechanicalgrammardrillswithnopurpose，andthathaspracticalmeaning．Theycanapplytheirknowledgethelanguageskilltopractice．Itisnodoubtthatthisisabigimprovementtothetraditionalforeignlanguageteaching，anditsrolecannotbeunderestimated．Secondly,theTask-basedInstructioncanbefullyrealizedintheChineseeducationfromtheexperimentalresearch，，buttherearealsosomedifficulties．Itsdifficultiesaremainlyreflectedinthefollowingaspects．(1)Theteacher’Srealrolechangehascertaindifficulties．TherealimplementationtheTask-basedInstructionnotonlyneedstohavesomeperfectandpositivestudents，butalsoneedstohavesomeaccurate—self-positioningteachers．ThetransformationChineseteachers’teachingideasistheprimaryconditionfortherealimplementationtheTask-basedInstructioninChineseeducation．Comparedwiththetraditionallanguageteaching，intheTask-basedInstruction，theteacherisnolongerthecenterandasimplecommandinclass，buttheguidethestudents．Studentsshouldbecomethemainroleintheclass；theteachershouldgivestudentsmorefreedominplayspace．However,atpresent，theeducationinChinaisdeeplyinfluencedbythetraditionaleducationthought．Theideathattheteacherplaysthemainroleinclasscannotbeeliminatedinashorttime；therefore，theteacheristhemaindifficultytorealizetherolechange．43 万方数据(2)Teachers’dailyteachingtasksaretooheavyAsisknowntoall，China’Seducationisusedtomeasurethestudents’merits．Therefore，theteacher’Sdailyteachingtaskbecomesveryheavyandtheyneitherhaveenergiesnoranyencourageininnovatinginteachingform．IfpeoplewantTask-basedInstructiontobereallyrealizedintheclassteaching，theymusttakeacertainamountoftimeandenergytodevelopspecificteachingprogram,andtheyneedtodesignsomespecifictasksinaccordancewiththeactuallevelofstudents．AndtherealityisthatthejuniormiddleschoolEnglishteachers’teachingtaskisheavier．SomeschoolsoftengiveanEnglishteacher3to4classadayasEnglishteachingtasks．Therearesomeotherschoolthings，theseareenoughtomaketheteacher’Senergyshortage，andithasbroughtdifficultiesinteacherstrulyinnovativeteaching．(3)Theteacher’Steachinglevelisuneven．Task-basedInstructionrequkestheteachers’professionallevelsandteachingabilitiesofthetest，andteachersneedthehigherlevelofgrammar．First，Englishteachersonlyhaveacomprehensiveandprofoundunderstandingandtheuseoftherelevantgrammar,beforetheycan_designtasksaccordingtotheactuallevelofstudentswithpracticalgrammar；second，Englishteachersmusthaveahigherabilitytocontroltheclassroom．BecauseoftheTask-basedInstruction，students’autonomyisstrong；theclassroomatmosphereismoreactive．Howtoactivelyguidestudentstoparticipateintheclassroomteachingandhowtogivefullplaytotheroleoftheorganizerandguidearethetestofteachers’classroom．Again，teachersmusthaveastronglanguageabilitySOastoobtainthetrustandappreciationofthestudents．Theyactivelyparticipateintheworkofthetask，andtheyparticipateinthetaskofthestudentsinatimelyandeffectivecommunication，atlasttheyneedtomakethefmalcompletionofthetask．However,itcannotbedeniedthatteachersareuneveninChina’Svariousregionsofthemiddleschoolbecauseofthenaturalenvironment，educationfundsandothereffectsatpresent，whichhasbroughtdifficultiesinthefullimplementationoftheTask．basedInstruction．(4)ThereisahugedifferencebetweentheTask-basedInstructionandthetraditionallanguageteachingmethodTheTask-basedInstructionisagreatchallengetothegrammarteachinginjuniormiddle 万方数据school，whichhasagreatrelationshipwiththetraditionallanguageteachingmethod．Injuniorhighschoolstage，thestudentsbegintoformallycontacttheEnglishstage．Comparedtotheprimarystage，Englishteachingatthisstagemoreemphasizelearningmethodsandskills．However,ThetraditionallanguageteachingmethodinChinaisthebasicmethodoftranslationteaching．Grammartranslationmethoddoesnotemphasizethecultivationofstudents’abilityoflanguageuse，butalsodoesnotattachimportancetothecultivationofstudents’practicalability．Itonlypaysattentiontothememoryofthegrammarandneglectsthestudents’comprehensiveabilityoflanguageuse．Thetraditionalteachingmodealsohasaseriousimpactontheteachers’teachingthinking，SOitneedsaprocesstoimplementtheTask-basedInstructionwhichpaysattentiontothetask．ItisnotdifficulttosumuptheprinciplesofthedesignofthetaskbasedteachingactivitiesthroughthisexperimentalstudyPayattentiontostudents’interestsStudentsinjuniormiddleschoolareactive；theyareeasytobecomeinterestedinthenewthings，SOtheteachershouldusethesecharactersinthedesignofteachingactivities．Thestudent’Seyes，mouth，ears，andlimbsshouldbeallinvolvedinactivities．Forexample，teacherscandesignmanualproductionactivities，trainingstudentsintheactivitiestounderstandtherelevantinstruction,tomobilizethestudents’interestinlearning．Forexample：theteacherletthestudentswriteawordordrawapatternonapieceofpaper．Studentsusethepaperindifferentcolorstofoldintoaplane．Individualstudentsflyoutofpaperplanes．Theonethatreceiveapaperplanewillanswer：‘‘What’Sthis?’’‘‘It’Saruler．’’‘‘Whatcolorisit?’’“It’Sred．’’StudentslearnsomenewwordsandnewsentencepatternsthroughthegameactivitiesSOastorealizetheteachingoflanguageknowledgeandlanguageskills．Payattentiontostudents’individualdifferences．Thatmeanstothinkfi-omtherealityofthestudents．Thetaskshouldbebasedonthelevelofawarenessofstudentsandclosetothestudents’dailylife．Eachstudent’Sknowledgeaccumulationandabilitylevelhavedifference，SOtherewillbesomedifferencesinthecompletionofthesametask．Teachersshouldpayattentiontotheprocessofcompletingthetaskandgiveappropriateencouragementaccordingtothedegreesofefforts．Theindividual45 万方数据differencesofstudentsshouldalsobepaidattentionto，differentstudentsdecoratedifferenttasksPayattentiontothecombinationofteachingmaterialsPerhapsadifferenttaskwillbedesignedtohavedifferentresultsinthesametextofthesameteachingmaterial．Sometasksaredesignedtobeveryclever，whichcanstimulatestudents’interests．HoweveLifthedesignofthetaskandthecombinationofteachingmaterialsarenotcloseenoughanditpurepursuesoftheformofsurface，thetaskisnotpractical．Teachersmusthighlightthepurposeofthetask．PayattentiontotheleadingroleofteachersTeachingplanintheproposedandspecificdesigntaskshouldgivefullconsiderationtotheteacher’Sleadingrole，neithercannotpreemptnorlaissezfaire．Thestudentsmayhavetheknowledge，culturalawarenessandotheraspectsoftheproblem．Thatshouldbedoneinatimelysummaryoftheactivitiestocorrectthepreparation．Therealcauseofthestudentsistostudyknowledgeandimproveoralproficiency．Inaddition，teachersshouldpayattentiontothedesignoftheteachingofthestrategy,flexibility,andadjusttheirteachingmechanismwiththeperformanceofstudentsintheclassroom．AttentiontotheoperabifityofthetaskSometasksarewelldesigned，butarenotlimitedtotheclassroomtimeandtheclassroomspaceislimited．Therefore，inthetask’Sdesign，itisbesttopayattentiontothehardenvironmentandsoftenvironmentinthisclass．5．2LimitationsAlthoughthisstudyhasachievedsomeobviousresults，asaresultofthestudyandthelimitationsofmyability,therearealsosomeproblems，whichneedtobefftrtherstudiedinthefutureresearch．(1)ThenumberofsamplesissmallThisstudyinvolved100studentsofgradetwoinjuniormiddleschool；thenumberisnotlargeSOtheconclusionsofthisstudymaynotbesuitablefordifferentlevelsofstudents．Theconclusionoftheexperimentneedstobefurtherstudied．Second，thestudentsoftheexperimentalclassandthecontrolclass’Slearningatmosphere，classatmosphereandstudents’ 万方数据learningattitudeindifferentperiodsofchangecannotbepredicted．Therefore，theselectedsamplehassomedoubtsontheuniversalityandthescientificnatureoftheresultsofthisresearch．Again，theschoolwhichwaschosentocarryouttheresearchisdifferentinthelevelofeconomicdevelopment．Thedegreeofemphasisoneducationandteachersarenotthesame．Thusthedegreeofacceptanceoftheinnovativeteachingmodeisalsodifferent．(2)TheproblemofclasshoursTheexperimentlastedfortwelveweeks，itisimpossibletodesigntheteachingtaskofeachgrammarprojectbecausetheexperimenttimeisnotlong．Therefore，theeffectoftheexperimentwillhavefewdeviations．Also，thestudentsintheexperimentalclassandthecontrolclassarealsodifferentinEnglishafterclass．Therefore，theexperimentalerrorcausedbytheamountoftimeisinevitable，andthefollow-upstudyistobefurtherdiscussed．(3)Students’psychologicalproblemsThisexperimentchosetwoclasseswhichalmosthavenodifferenceinEnglishstrength．Althoughthereisanagreementinadvance，thisexperimentwillnotopentostudentsoftwoclasses，inordertoreducethepsychologicalfactorsofstudentsandaffecttheexperimentalresults．However,aftertheexperiment，withthechangeintheteachingtasks，teachers’teachingmethodsandotheraspects，somestudentsbegantoperceiveitmaybeanexperiment，andalsoavarietyofmessagescometothestudent’Sears，SOthattheexperimenthasincreasedalotofhumanfactors．Insuchasituation，thereliabilityofthesurveydataaswellasthetestresultsmaybealittleaffected．(4)ThereliabilityoftheselecteditemThegrammartestitemschosenbytheresearchercannotdeterminethetruegrammaticalcompetenceandlevelofthestudents．Andthecontentofthetestpaperisdifficulttograsp，andthedifferenceofthetesttimewillaffecttheexperimentalresults．Beforeandaftertheanalysisofthepapersandthequestionnairesurveyisnotexhaustive，avarietyofcorrelationneedsfurtherresearch．5．3SuggestionsforfurtherstudyinthisfieldAlthoughtherearealotofproblemsinthisinvestigation，itcanstillgetafurtherunderstandingoftheTask-basedInstructionintheteachingofEnglishgrammar．Task-based47 万方数据Instructionisdifferentfromthetraditionalteachingmethod，whichisdifferentfromtheteachingmethodandtheteachingcontent．Thisrequiresthatteachersshouldchangetheirroleinatimelymannertobecometheorganizerandfacilitatoroftheclassinsteadoftheleaderandtheconductor．Teachersshouldadheretothestudentsasthemainbody,andgivefullplaytostudents’autonomy．Teachersneedtodevelopandimprovetheactuallevelofstudentsinthelearningtask．Theyneedtohelpstudentsactivelyparticipateinclassroomactivitiesandsolvethelanguagetostayintheclassroomteachinginordertoreallyexercisesstudents’languageuseabilityandcomprehensivequalityandreallyimplementTask-basedingrammarteachingactivities．Ofcourse，teachersshouldalsopayattentiontotheirprofessionalqualityaswellasthetrainingofclassroomorganizationandcontrolability．Task-basedrequiresteacherstohaveastrongprofessionalknowledge，Thatensuresthespecifictaskscanbedevelopedtomeetthepracticalandtherealabilitytoexercisethestudents’abilities．Therefore，teachersneedtocontinuetoleaminthecontinuousimprovementoftheirprofessionalknowledge；teachersshouldpayattentiontothecontinuousabsorptionofsomenewteachingmethods，andstrivetoinnovation．Theyneedtoexercisetheirowninnovationabilitiesintheteachingpractice．Atthesametime，thestrongabilityofclassroomorganizationisthekeytorealizetheinnovativeteaching．Therefore，teachersshouldoftenreflect，andfindtheproblemsofteachingmethodsinconstantreflectioninthedailyteachingactivities．Teachersshouldactivelyusethenetworkresourcesandconstantlychangetheirteachingideasinordertodeveloptheirownteachingabilityandcomprehensivequality．Inforeignlanguageteaching，nomatterwhatkindofteachingobjectiveitisandnomatterwhatkindofteachingmethodtheychoose，thefinalresultmustbereflectedinthestudyofthissubject．ItcanconcludethatthestudyofEnglishteachingcontainsthefollowingtwopointsthroughtheanalysisoftheresultsoftheexperimentandthequestionnairesurvey．StudentsassubjectiveandteacherorientationarethepurposeoftheTask-basedlnstructiOH．48Task-basedemphasizesthestudentsasthecenteroftheclass．Thestudents 万方数据arethemainroleofinformationprocessingandtheactiveconstructionofknowledgemeaning，theteachersputforwardhigherrequirements．Asastudent—centeredteachingmode，eachlink(suchasthecreationofthesituation，collaborativelearning，dialogueandcommunicationandthemeaningofthebuilding)shouldachievethedesiredresults；thesecannotbeseparatedfromtheteacher’Scarefulpreparationandcarefulguidance．Inordertoletstudentschangefrompassiverecipientsofknowledgetobethemainroleofinformationprocessingandknowledgemeaningactiveconstruction，teachersfirstofallshouldchangefromtheknowledgeinitiatorintoaconstructmeaninghelperandfacilitator．ThedesignofthelearningtaskisthecoreoftheTask-basedInstruction．Masteringlanguageistheresultofusinglanguageincommunicativeactivities．Task—basedInstructionsetsEnglishteachingobjectivesintooneormorespecificactivitiesofthetask，theformationofstudents’intentionspayattentiontousingEnglishtocompletethetaskandcultivatetheabilityofEnglishapplicationatthesametime．Thedesignoflearningtaskshouldbebasedonthepremiseofstimulatinginterestandtheachievementmotivationisthestartingpoint．Thedesignoftheproblemshouldbefullofchallengeandinteractive．Itcancausethestudents’cognitiveresonanceandcognitiveconflicts，SOthatstudentsintheprocessofperceptionandcognitivedevelopment．Teachersshouldcreatemoreopportunitiesforstudentstopracticelanguagepractice，SOthatstudentscanfreelyexpresstheirideaswhiletheirthinkingdevelopment，communicationandcooperationabilityandlanguageskillscanbeenhanced．Task-basedInstructionisanewtypeofteachingmodebasedonconstructivismtheoryandthecoreisthelearningtask．Therethreestages：learningbeforeclass，classroompresentationand佗edbackafterclass．Thesefullyreflectthestudentscenteredteachingideas．Itemphasizesthestudents’initiativetoexplore，discoverandactivelyconstructthemeaningofknowledge．Thispatternistheconceptofeffectiveintegrationofmodemtechnologyandtraditionalteachingmethods．Itcanreallyimprovetheteachingeffectbycontainingtheadvantagesofthetraditionalteachingmethodsandmodemteachingtechnology．Itenrichesthestudents’languageinputformandcontent，andimprovesstudents’learninginterest，thustheirlearningeffectsimproved．Itprovidesstudentswiththeopportunitytoparticipate49 万方数据cooperateandinteract，andtheseimprovethestudents’comprehensiveabilityofEnglish．InTask．basedInstruction，teachingistheclassroomactivitiesofthetask；thetaskintheplanteachingstepsisthecore．Sothequalityofthetaskdesignisthekeytothesuccessofaclass．Therefore，intheuseoftheTask—basedInstructioninthemiddleschoolEnglishclassroom，thetaskdesignshouldpayattentiontothefollowingpoints：(1)Missiondesignshouldbeasclosetothestudents’lifeaspossible．ThestartingpointofTask-basedInstructionistostimulatestudents’learninginterests，andchoosetherealteachingcontentbasedonthelifeexperienceofstudents．Thepurposeistodevelopstudents’abilitiestouselanguageintheirlife，SOthattheclassroomlanguageactivitiesclosetolife．Soteachersdesignthetaskaccordingtothestudents’psychology,thedesignofstudents’lifeexperienceandstudents’interestinthetopicasastartingpoint．Studentscanstudyinalmostrealcommunicationactivities．Itcancausestudentstoresonateandimprovetheirlearningefficiencythroughthecompletionoflifeinthespecifictaskofusinglanguage．(2)TheroleofstudentsandteachersshouldbedefmedinthedesigntasETeacheristheorganizerandleaderoftheactivity．Teachersshouldstandintheperspectiveofstudentsandcreateasimulationofthesituationofcommunication．Teachersplaytheroleofthestudentsandtheyshouldbegoodorganizersandthereferenceofthetask．Theynotonlyteachstudentstheskillsofbeingindependentstudents，butalsocontrolthetaskinordertoletstudentsfullypractice．Inthisway,thestudentshavethefullperformanceandself-developmentspace；theywillbecomethemasteroflearning．(3)Missionactivitiesshouldgivestudentsasenseofaccomplishment．Teachersoftenneglecttheevaluationandutilizationoftheresultsofactivitiesinthedesignactivities．Theresultsoftask—basedlearningactivitiesshouldmakethestudentshaveasenseofaccomplishmentandpride．Soitisnecessarytoreflecttheresultsoftheactivitiesintheformofvariousresults．Forexample，theteachergivesrecognitiontothemoreoutstandinggroup，andthatcanencouragesthestudentstolearnEnglishbetter．(4)Whendesignthetask，payaRentiontotheindividualdifferencesofstudents．Theteachersshouldtakeintoaccountthedifferencesbetweenstudentsinthetaskarrangement．Byconsideringthedifferencesbetweenthestudents；thedifferenttasksofthestudentsshould 万方数据haveacertaindifference．Thisisthepremiseofthestudents’self-esteem．Teacherscanusethemethodofgroupcooperationtocarryout，SOthatstudentscandevelopteamworkhabitsandworktogethertocompletethetask．Inthiswayeverystudentcanwordstosayandsomethingtodo．(5)Whenthetaskisactive，theteachershouldgivethestudentsenoughtimetoprepare．Sonleteacherswillletthestudentsdiscussthetaskwhentheyarrangethetask．Thiseffectwillbenotobviousiftheteacherleaveslesstimeforstudentstothinkabout．Soitisnecessarytogivestudentssometimetomakethemready,andstudentswillbemoreactiveintheiractivities．(6)Thedesignofthetaskshouldbebasedontheactualneedsasthestartingpoint．Thedesignoftask．basedteachingactivitiescannotbeseparatedfromtheteachingobjectives，teachingmaterialsandtheactuallevelofstudents．Theteachercannotdesigntasksfordesigninga‘"task""．Thedesignoftask-basedteachingactivitymustcombinethebasiclanguageknowledge，thebasiclanguageskillsandthecultivationofcomprehensivelanguageskills．Thusitisbeneficialtothedevelopmentoftask-basedteachingactivities．Inaddition．theapplicationofTask-basedInstructioningrammarteachinginjuniorhighschoolshouldfollowthefollowingaspects．(1)Takeactivityasthecarriertocarryontheteaching．Task-basedInstructionisequivalenttoclassroomactivitiesanditmobilizestheenthusiasmofjuniorstudentsthroughactivities．Italsorequiresteacherstofullyunderstandthesituationofthestudentsandpreparefortheactivitieswell．Firstofall，thestudents’activitiest0leamtherelevantknowledgesuchastherelevantinformationshouldbedone·ThestIldentscollectandcollatetheinformationthroughavarietyofways，includingthenetworkapproach，newspapersandmagazines，books，etc．Thenthestudentscarryouttherelevantgrammartrainingtoformapreliminaryunderstandingandusethetheoryinpractlcebetter．Forexample，in2014ajuniormiddleschoolEnglishgrammarteachingintheindoorandoutdoorcombiIledactivitiesofgrammarteaching．Thishaschangedthetraditionalgrammarteachingwhichissingleandboring，anditimprovesthestudents’learninginterests·Intheend．thestudentsnotonlyenrichthetheoryknowledge，butalsoimprovethepractical 万方数据applicationability(2)TransformationofteachingmodeThechangeofteachingmodeismainlytochangethepassivelearningsituationofstudentsandleadstudentstoexploreEnglishgrammarandrelatedknowledge．Studentscanfullyunderstandtheirownshortcomingsthroughactivelearning，andfindawaytosolvetheproblemintheprocessofexploration．Thatplaysavitalroleinthedevelopmentofknowledgeandability．Forexample，WillisproposedtheTask-basedInstructionwhichismainlyusingthecompletionofthetasktoachievethepurposeoflearninglanguage．First，teacherscandividethetasksintodifferentlevelsanddevelopacleargoalforthejuniorhighschoolstudents．Learningprocessisaprocessfromeasytodifficultandstepbystep．Studentsaremorelikelytoaccept．Intheprocessoflearningandacceptance，theEnglishgrammar,thetheoreticalknowledgeofthelearningandtheactuallanguagehasbeengreatlyimproved．(3)Strengthenstudents’oralpracticeAtpresent，alotofteachersinthemiddleschoolteachstudentsinEnglishtogetgoodmarksinthetestastheultimategoaloflearning．Thegoalistoencouragestudentsandteachers．HoweveLitwillmakethestudentsdeviatefromthecorrecttrackoflearningandapplication，whichcanleadmanystudentstobeRerrespondtothetestbuttheycannotcommunicatewithEnglish．Therefore，itisnecessarytostrengthenthestudents’oralpractice．First，inEnglishteaching，theteacherintheclassreducestheuseoftheChineselanguageasmuchaspossible．Thusstudentscandevelopgoodhabitsanddeveloptheirsenseoflanguage．Theformationoftherightlanguagewillnotonlyreducethedifficultyofleaminggrammar,andalsoensuretheeffectoflearningtoalargeextent．Second，theteacherneedstoorganizethestudentstocarryontheexchangeofEnglish．Whenthestudentsparticipateinsuchactivities，theirinterestsandabilitiesaregreatlyimproved．Forexample，in2014，studentsdidthedialogueexercisesintheclassinajuniorhighsch001．Theypracticedthedialogueingroups，andtheyreadoractinroles，andmakeupanewoneaccordingtothebook．Duringthestudyandcommunicationinthetextbookknowledge，students’academicperformanceandtheabilitytocommunicateinEnglishimprovegreatlyhigh．52 万方数据(4)AccordingtotheteachingmaterialforadaptationTeachingmaterialisthebasic．Sotherichreformandinnovationoftheteachingmethodcannotbeseparatedfromtheteachingmaterial．However,inordertostimulatestudents’interestandinnovateinteachingmaterialcontent，manyteachersdonotconsiderthebasiccontentofthematerialinthecourseofteachingandthesedonotmeettheneedsofChineseEnglishteaching，either．Therefore，theteachershouldbeadaptedaccordingtotheteachingmaterial．Firstofall，thelearningtaskandteachingplanshouldbesetupaccordingtotheactualsituationandtherequirementoftheteachingmaterial．Forexample，Onthebasisofthecompletionoftasksandtheproblemofthetask，thetaskshouldhaveacertainexpansion·Inthelayoutofthework，theteachershouldreferencematerialsandproblemsinteachingmaterialsasmuchaspossible．Thejuniormiddleschoolstudents’grammarlearningshouldbebasedontheemphasisofteachingmaterialsandgiventheappropriateextension；itcannotbecompletelyseparatedfromtheteachingmaterials．Forexample，in2014，injuniorhighschoolwheretheTIask-basedInstructionwasusedinEnglishgrammarteaching，someactivitieswerecarriedoutinclass．ThesettiIlgandmaterialsarerelevanttothetask．Thestudentstranslatedthemeaningofthearticleinthetextbook，andfoundoutthegrammarthathasnotbeenunderstood．Ontheonehand，studentslearnaboutthecontentofthestudy,ontheotherhandthevexploretheirownthinkingtofurtherstudyTheycanexploremoreknowledge，andimprovethelearningperformance．While，improvingtheabilityofselflearningplaysaVltalroleforthejuniormiddleschoolstudentsinEnglishgrammarlearning·Becausethere硼．esoⅡlelimitationsinthisstudy,thefollowingresearchshouldbepaidattentionto：(1)Thecapacityofthesampleshouldbeexpanded，andmorestudents(orselectedstlldents丘omdifferentschoolS)．shouldbeselectastheexperimentalobject．OnthebasisofeconoIIlicdevelopmentlevel，fromtheeastern，centralandwesternregionsofthecorrespondiIlgschoolshouldbechosenastheresearchobject；oritCanbebasedontheteachers，丘omnlralareas，townsandvillages，cities，respectively,thecorrespondingschoolstudentsshouldbeselectedastheresearchobject．Thiskindofadviceispractical·(2)Theexperimentaltimeshouldbelonger,andthepurposeistotestthevalidityand53 万方数据feasibilityoftheTask·basedInstructioninEnglishgrammarteaching．(3)Thisstudyconcernsthestudentsofgradetwoinjuniorhighsch001．TheyhavehadayearofEnglishlearningexperienceandhavecertainvocabulariesandcommunicativecompetence．Therefore，thefollow-upstudyshouldtrytousetheTask-basedInstructiontoteachthelowergradestudentstheEnglishgrammar．Atpresent，thisthesishasdemonstratedthevalidityandoftheTask-basedInstruction．Althoughithassomelimitations，itstillhassomereferencevalueandscientificnature．Inaword，Task·basedInstructionintheteachingofEnglishgrammarinjuniormiddleschoolemphasizesthestudents’abilitytouselanguage．Italsopaysattentiontodevelopthestudents’abilityofautonomouslearningandlearningstrategies．Itcanpromotethestudents’learninginterest．Itreflectsthequalityeducationwhichisontheprinciple‘"teachersbeingaguide，studentsbeingasubject”．Aftertwelveweeksoftheempiricalresearch，itfullvembodiestheadvantagesoftheTask—basedInstructionwhichistakeniniuniorhighschoolEnglishgrammarteaching．However,theexperimenttimeisshort，SOtherearealsosomelimitationsintheresearchwhichneedtobeexploredandsummarizedinourteachingpracticeinthefuture．Inthecontextofglobalization，Englishhasbecomethemainlanguageofinternationalcommunication，SOitisnecessarytostrengthenthelearningofjuniorhighschoolstudents’English．AsadifficultandimportantpartofEnglishlearning，grammarplaysanimportantroleinthewholestudyofjuniorstudents．Inthiscase，theteachingofEnglishgrammarneedstostrengtheninordertopromotetheimprovementofstudents’achievementandabilitybetter．TheTask—basedInstructionistheinevitablechoicebecausethetraditionalteachingmethodcannotmeettheneedsofstudents．Task-basedInstructionisamodemteachingmethod，whichcanplayitsadvantagesinEnglishgrammarteachingfully．Andithasbroadapplicationprospects．Inshort，theTask．basedInstructioninthespiritofthenewcurriculumcanmaketheteachingprocessactive．Theclassisstudents’subjectstatus．Ithighlightsthepeople—orientedthinking，outstandingpracticalandexperientialprinciples．Anditfocusesonthecultivationofstudents’comprehensiveuseoflanguageabilityandknowledgeoftheclassroomteaching．ThatmakesstudentsmoveupactivelyandtheEnglishclassroomteachingbecomeslively．SotheTask-basedInstructionisaneffectivewavof 万方数据languageteaching．Designinglearningtaskisthefocusofteachingwhichdirectlyaffectstheeffectofteaching．Therefore，thisrequiresteacherstoexploreactivelyandhaveboldpracticeSOthattheTask-basedInstructmncanplaythebiggesteffectonimprovingthestudents’languageabil戤55 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万方数据仇小群，2008，巧设任务提高英语课堂效率[J】．希望月报月刊，2008年第5期，62页。方妮，2014，初中英语现在进行时态的教学体验[J】．课程教育研究：外语学法教法研究，2014年第2期，99—100页。丰玉芳唐晓岩，2004，任务型语言教学法在英语教学中的运用[J】"夕}、语与外语教学，2004年第6期，38．41页。冯俊涛，2013，ThePresentContinuousTenseforFutureActions教学设计【J】．内蒙古教育，2013年第ll期，59页。．葛文山，2003年，简论“任务型”教学模式在基础英语教学中的实施[J】．中小学英语教学与研究，2003年第1期，35—36页。龚亚夫，罗少茜著，2003，任务型语言教学【M】，北京：人民教育出版社。郭文文2009，任务型教学模式在初中英语语法教学中应用的实证研究【D]长沙：湖南师范大学。胡春洞，1990，英语教学法[M】，北京：高等教育出版社。黄剑茹，2001，在“任务型”语言学习中如何设计task?【J]．中小学外语教学，2001年第9期，11．13页。教育部基础教育司组织编写．英语课程标准解读，2002，[M]．北京：北京师范大学出版社。刘素实，2010，我是这样教英语“现在进行时”的[J]．新课程：中学版，2010年第11期。鲁子问，2002，任务型教学的课堂教学程序Ni寸[J]Oed、学外语教学2002年第2期(2)，12—13页。鲁子问，2008，中小学英语真实任务教学实践论[M]．北京：外语教学与研究出版社。罗少茜，2003，英语课堂教学形成性评价研究[M】．北京：外语教学与研究出版社。穆亚萍，2014，任务型教学法在高中英语语法教学中的应用[D】湖北：华中师范大学。石锦霞，2013，任务型教学法在英语语法教学中的应用——以非谓语动词为例【D】重庆：重庆师范大学。苏秋萍，2004，任务型教学在实践中的定位[J】天津外国语学院学，2004年第4期，52—55页。王娴静，2014，初中英语语法教学初探一一由现在进行时教学引发的思考(J]．新教育，2014年第19期，25页。59 万方数据夏纪梅，1998，“难题教学法”与“任务教学法”的理论依据及其模式比较．外语界，1998年第四期，34—40页。．谢玉燕，2013，浅谈英语时态中现在进行时的用法[J】．语数外学习：英语教育，2013年第ll期49页。徐春艳，2010，小学英语课堂中的活动设计[J]．小学时代：教师，2010年第10期，107页英语课程标准研制组编写，英语课程标准解读2002，[M]．北京：北京师范大学出版社。赵婷婷，2013，简析任务型英语教学法[J】中学生导报，2013年第4l期，104页。中华人民共和国教育部制定，英语课程标准，2011，【M]．北京：北京师范大学出版社。 万方数据Appendices-●Appendix1中学生英语语法学习兴趣情况调查问卷亲爱的同学：你好!这是一份关于语法学习情况的调查问卷，旨在了解通过三个月的任务型语法教学，你的语法学习情况的变化。本问卷采用不记名形式，答案没有对错之分，请根据自己的实际情况认真如实作答，谢谢合作!答题说明：请把符合懈识记愫况的选礓静代套宰鼍孳礴簟蔫鸶e訇p晦。()1．通过这段时间的学习，我的语法水平有所提高。A根本不伺意B不同意C既不同意也不反对D同意E完全同意()2．我对语法产生了兴趣，喜欢学习语法。A根本不同意B不同意C既不同意也不反对D同意E完全同意()3．我喜欢老师现在教语法的方式。A根本不同意B不同意C既不同意也不反对D同意E完全同意()4．我通过把语法规则放到具体的情境中来记忆。A根本不同意B不同意C既不同意也不反对D同意E完全同意()5．我通过观察句子结构总结语法规则。A根本不同意B不同意C既不同意也不反对D同意E完全同意()6．在完成任务时，我能够积极思考。A根本不同意B不同意c既不同意也不反对D同意E完全同意()7．通过完成任务，我能更容易地学习语法。A根本不同意B不同意C既不同意也不反对D同意E完全同意()8．我能利用学会的语法知识与别人交流。A根本不同意B不同意C既不同意也不反对D同意E完全同意()9．与别人交流时，我更加注重表达意义而不是句子结构。A根本不同意B不同意C既不同意也不反对D同意E完全同意lO．对语法课有何建议?6l 万方数据Appendix2Pre‘testpaper单项选择1．Look!Thetwinstheirmotherdothehousework．(A)arewanting(B)help(C)arehelping(D)arelooking2．Isshe——————something?(A)eat(B)eating(C)eating3．你在干什么?(C)Whatareyoudoing?4．Theyare——————theirclothes．科懒骶youdo?(D)Whatdoyoudo?(D)eats(A)making(B)putt吨(C)putaway(D)puttingon5．Listen!She(A)issingingintheclassroom．(B)sing(C)tosing6．TodayJim：his啊IiteshirtandbrowntTtyllgcrs．(A)isputtingon(B)wear(C)putonareyoueating?I"meatingmeat．(D)issing(D)iswearing(A)What，some(B)Which，any(C)Where，not(D)What，a8．TheyTVintheevening．Theydotheirhomework．(A)arewatching(B)can"twatching(C)don’twatch(D)don"twatching9．Thechildrenfootball．(A)isplaying(B)areplaying(C)playthe(D)playa10．Look．Lucyis————————anewbiketoday．62(A)jumping(B)running(C)riding用所给的动词的正确形式填空：1．Theboy2．Listen．Somegirls3．Mymother4．What————————you(draw)apicturenow．(sing)intheclassroom．(cook)somenicefoodnOW．(do)now?(D)taking 万方数据5．Look．They6．They7．Look!Thegirls(have)anEnglishlesson．(not，water)theflowersnow(dance)intheclassroom8．Whatisourgranddaughterdoing?She9．It’S50’clocknow．Wre10．Helen(1isten)tomusic．(have)suppernow(wash)clothes?Yes，sheis．三、按要求改写句子：1．Theyaredoinghousework．(分别改成一般疑问句和否定句)①②2．Thestudentsarecleaningtheclassroom．(改一般疑问句并作肯定和否定回答)3．I"mplayingthefootballintheplayground．(改为否定句)4．Tomisreadingbooksi11hisstudy．(改为一般疑问句)5．Mymotheriscookingsomenicefoodnow．(改一般疑问句并作肯定和否定回答)6．Theyarenotwateringtheflowersnow．(改为肯定句)63①②③ 万方数据Appendix3PostItestpaper一、单．项选择1．Jackis———withJim．Theyaregood———·A．mnning；friend；B．running；friends；C．running；friendsD·run；丘iendts2．Look!Marydoing——homework·A．is：one·sB．is；herC．are；his3．TheGreens————suppernow·A．ishavingB．are；havingC．ishaving4．Thechildrenare——TVA．watchB．seeingC．watching5．Someare———————————intheriverandsomeareA．swimming，playingC．swimming，playingD．are；herD．are；havingD．readinggames·B．swimming，playingD．swimming，playing6．Look!Theboystudentsare．．．．．．．．——footballwhilethegirlsareA．playing，danceB．playing，dancingC．play,dancingD．play,dance7．He——todohislessonsatfighteveryeveningA．isbeginningB．isbeginningC．beginD·begins8．he——onwellwithhisfriendsthisterm?A．Dose，getsB．Dose，getC．is，gettingD·Is，getting9．Mr．Smith——shortstories，buthe——aTVplaythesedays·A．iswriting，iswritingB．iswriting，writesC．wrires．iswritingD．writes，writes10．Look．they—————————agoodtime，A．have，doB．have，don’t二、用括号中动词的适当形式填空：1．Myparents2．Look．Threeboys．．．．．．．．．．．．．．．．——they?C．arehaving，areD．arehaving，aren"t(watch)TVnow．(run)．3．What——yourmother————．Jdo)now? 万方数据4．Areyourdog5．．you6．Look,MissChen7．Tomandhissisternow?(sleep)(1isten)tomusic?Yes，Iam．football．(play)8．NowClass3andClass49．Listen，someone(wait)foryouoverthere．(have)atest．(sing)intheclassroom．10．．．WhereisZhangYan7．一She——(talk)withherteacherintheteacher’Soffice．三、按要求改写句子1．Theboyisplayingbasketball．否定旬：——一般疑问句：肯定回答：否定回答：对Theboy提问：2．造句：1)she，thewindow,open,now．(用现在进行时连词成句．)2)is，who，thewindow,cleaniI唱?(连词成句)3)Sheisclosingthedoornow．(改成否定句)4)Youaredoingyourhomework．(用⋯I’作主语改写句子)5)they,thetree，sing，now,under．(用现在进行时连词成句．)61TheYoungPioneersarehelpingtheoldwoman．(改成一般疑句)65 万方数据Appendix4访谈提纲1、您对任务型语言教学模式的了解程度怎么样?2、您对任务型教学模式的认可度怎么样?3、您在自己的课堂上，会经常使用任务型教学模式吗?简要说明您的选择的原因。4、据您的教学课堂观察，学生对任务型教学方式的接受度相比于传统的语言教学法，高吗?5、您一般将任务型教学法应用在那部分英语教学上?6、您认为通过任务型语言教学模式的实施，学生的语法专业知识的掌握程度是否有明显进步?7、使用任务型语法教学方法之后，您认为学生的英语语言运用能力有明显进步吗?8、您认为，任务型语言教学法与传统语言教学法在课堂教学中的关系是怎样的?9、你认为当前在中国式教育模式下，任务型教学法的发展前途怎样?10、您对任务型语言教学模式在中国课堂的真正落实有什么改进的建议? 万方数据AcknowledgementsFirstofall，mydeepestgratitudegoestoProfessorZhangJingcai，mysupervisor，forherconstructivesuggestions，valuableideas，greatpatienceandencouragement．Withoutherhelp，thecompletionofthisthesiswouldhavebeenimpossible．Secondly，IowegreatgratitudetoalltheteachersintheEnglishDepartment．Theirlecturesandinstructionshavebeenofgreathelptomystudy．Thirdly,1wouldalsoliketoexpressmythankstomyfriendsfortheirconstantconcern，generoushelp，andmeaningfulcommentsonthestudy．Finally,ImustsayIowegratitudetomyfamily．TheirloveandencouragementhavesupportedmetoovercomedifficultiesandachievethefinalSuccess．67