苏北初中任务型英语教学实施现状调查研究
苏北初中任务型英语教学实施现状调查研究
A Survey of the Application of Task-Based Approach to English Teaching in Junior Schools in Northern Part of Jiangsu Province
学生姓名： 指导老师：
外国语学院，英语（师范）04070120**
摘要：我国教育部2001年出台的《英语课程标准》（实验稿）明确鼓励教师“采用‘任务型’的教学途径”。自《新课标》实施以来，各种各样的相关改革研究活动已遍布全国。为了了解当前初中任务型教学(TBLT)在初中英语教学中应用的实际情况, 本研究以盐城市滨海县县城的四所中学共60名教师为研究对象,采用问卷、访谈和实地考察等方式进行调查研究。本文将呈现调查结果，分析数据，找出原因，提出建议，旨在通过调查研究促进苏北初中英语教学改革，提高该地区英语教学质量。
关键词：任务型教学法,初中,苏北,调查
1 Introduction
English, an international language, plays an ever-increasingly important role in the world. Considering the importance of second language teaching, many
foreign language teaching researchers have been devoting themselves to the course of exploring more
practical and efficient teaching methods. And among their research findings, Task-based Language Teaching (TBLT) is one, which now wins the worldwide fame. The new National
Curriculum Syllabus for English Language Teaching, published in 2001, advocates the use of Task-based Language Teaching (TBLT). However, some people argue that this teaching approach is not
practical in China as it ignores the importance of grammar. The disparity demonstrates that problems
exist in the application of TBLT. In order to find out the current implementation of TBLT, the author
conducted this research.
2 Literature review
2.1 Theory of language
Language is a complex communicative system and its primary task is to convey meaning. According to
socio-linguistics, functional linguistics and other linguistic theories, language does not occur in a vacuum
but is used in certain social and cultural environments. Apart from the literal meaning, language also
expresses the interpersonal meaning. And TBLT attaches great importance to the authenticity of both
form and content of teaching.
2.2 Theory of language learning
The Interaction Theory advocates that through meaning negotiation, students’ interlanguage system
can be fully used and developed. The core of the Sociocultural Theory is that interaction activities do not
merely include meaning negotiation, but more importantly, students can work together to construct
meaning in these activities. The basic view of Cognitive theory is that students pay all their attention to
language forms in traditional teaching while TBLT encourages them to p
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A Survey of the Application of Task-Based Approach to English Teaching in Junior Schools in Northern Part of Jiangsu Province
学生姓名： 指导老师：
外国语学院，英语（师范）04070120**
摘要：我国教育部2001年出台的《英语课程标准》（实验稿）明确鼓励教师“采用‘任务型’的教学途径”。自《新课标》实施以来，各种各样的相关改革研究活动已遍布全国。为了了解当前初中任务型教学(TBLT)在初中英语教学中应用的实际情况, 本研究以盐城市滨海县县城的四所中学共60名教师为研究对象,采用问卷、访谈和实地考察等方式进行调查研究。本文将呈现调查结果，分析数据，找出原因，提出建议，旨在通过调查研究促进苏北初中英语教学改革，提高该地区英语教学质量。
关键词：任务型教学法,初中,苏北,调查
1 Introduction
English, an international language, plays an ever-increasingly important role in the world. Considering the importance of second language teaching, many
foreign language teaching researchers have been devoting themselves to the course of exploring more
practical and efficient teaching methods. And among their research findings, Task-based Language Teaching (TBLT) is one, which now wins the worldwide fame. The new National
Curriculum Syllabus for English Language Teaching, published in 2001, advocates the use of Task-based Language Teaching (TBLT). However, some people argue that this teaching approach is not
practical in China as it ignores the importance of grammar. The disparity demonstrates that problems
exist in the application of TBLT. In order to find out the current implementation of TBLT, the author
conducted this research.
2 Literature review
2.1 Theory of language
Language is a complex communicative system and its primary task is to convey meaning. According to
socio-linguistics, functional linguistics and other linguistic theories, language does not occur in a vacuum
but is used in certain social and cultural environments. Apart from the literal meaning, language also
expresses the interpersonal meaning. And TBLT attaches great importance to the authenticity of both
form and content of teaching.
2.2 Theory of language learning
The Interaction Theory advocates that through meaning negotiation, students’ interlanguage system
can be fully used and developed. The core of the Sociocultural Theory is that interaction activities do not
merely include meaning negotiation, but more importantly, students can work together to construct
meaning in these activities. The basic view of Cognitive theory is that students pay all their attention to
language forms in traditional teaching while TBLT encourages them to p
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