Paper Keywords: Task-based English Teaching Enlightenment

Since 1960s, with the deepening and development of language research and foreign language teaching theory research, people have paid more and more attention to the discussion and practice of learners' subjective role, especially different teaching models have aroused great interest in the role of learners' internal learning mechanism. In the 1970s, hymes proposed? Communication skills? This concept, since then, linguists have focused on the use of language, thus producing communicative teaching method. Communicative teaching method (emphasizing that the purpose of language learning is communicative competence) has changed the previous grammar-based teaching model. Task-based teaching method developed gradually from 1980s, which is the extension of communicative teaching method. Mainly based on the language and learning theory of the former Soviet psychologist Vygotskov.

First,? Mission? Definition of

An advocate of task-based teaching method? Teacher-oriented and student-centered? Teaching activities; It advocates the learning style of experience, practice, participation, communication and cooperation. In the task-based learning activities carefully designed by teachers or textbooks, students learn and use English through thinking, experiencing, investigating, discussing, communicating and cooperating, so as to know and use the language, find out problems, find out rules, sum up knowledge, feel successful, gain emotional experience, adjust learning attitude and learning strategies in the learning process, and improve their comprehensive language use ability. This teaching method emphasizes learners' personal understanding and significance of objective things based on their own experience, attaches importance to the learning process and opposes the simple teaching of ready-made knowledge. It emphasizes human learning and development. In short, what is the task-based teaching method for? Apply what you have learned, and use middle school? .

Second, the application of task-based language teaching in English teaching

How to carry out task-based teaching? The so-called task-based teaching means taking specific tasks as the motivation or motivation of learning, taking the process of completing tasks as the learning process, and showing the teaching results in a' way' (not in an examination result). With specific motivation, students can learn independently and actively use the language they have learned to do things, and develop their language ability in the process of using the language they have learned. Its application mode process is: task design? Task preparation? Mission demonstration? Talk about discussion? Mission accomplished.

Task design

This is a unique teaching link of task-based classroom teaching. Task-based classroom teaching presents tasks from the beginning, so that students can clearly define the tasks to be completed from the beginning of classroom teaching. Then, driven by the task, learn language knowledge and conduct skill training. This learning process is task-driven, which is conducive to strengthening the interest and motivation of learning and reflecting the authenticity of the task. You can also not present tasks at the beginning of classroom teaching, but only present tasks and complete tasks after knowledge learning and skill training, but this is not a task-driven teaching process, and students' learning motivation is not as strong as the task-driven process.

(2) Task preparation

The task preparation process is actually our classroom teaching process, and classroom teaching is the process of preparing knowledge and ability for completing tasks. After teachers put forward application tasks to students at the beginning of classroom teaching, there are obvious knowledge gaps, ability gaps, skill gaps, information gaps and cultural gaps between the requirements of tasks and students' current knowledge and ability. Therefore, driven by the task, students acquire the knowledge, ability, skills, information and cultural understanding necessary to complete the task by learning the teaching content, and then complete the task. This process of learning teaching content is the process of knowledge teaching and skill training in peacetime.

(3) Task presentation

This is a unique teaching link in task-based classroom teaching. Task-based classroom teaching should present tasks at the beginning, so that students can learn language knowledge and train their skills driven by tasks. This learning process is the process of task presentation, which is conducive to improving students' interest in learning, strengthening learning motivation, and also conducive to reflecting the authenticity of the task. If teachers do not present tasks at the beginning of classroom teaching, but only present tasks, so that students can complete tasks after knowledge learning and skill training, then this is not a task-based teaching process, and students' learning motivation is not as strong as the task presentation process.

(4) communication and discussion

After designing each task, let the students discuss and communicate in groups of four, and ask the teacher for help if they encounter language difficulties. Then the teacher draws several groups to report to the group leader, and then judges the best group according to their fluency and content of pronunciation and intonation. The teacher summarizes the language points related to the task and the vocabulary and sentence patterns used in the exercise, so that students can be in the main position from beginning to end and fully mobilize their enthusiasm and initiative. Teachers are only task proposers, consultants during discussions, presenters of students' reports and guides of language learning.

(5) the task is completed

The completion of the task is the last link of the task-based teaching plan. By completing the task, students will transform the knowledge and skills learned in the previous link into the ability to use English in real life.

Third, the task-based approach to English teaching inspiration

Task-based teaching method helps students become the main body of learning, which is the knowledge of education. However, traditional teaching methods just ignore students' dominant position in foreign language learning. Human subjectivity generally includes three essential characteristics: independence, conscious initiative and positive creativity. Only by increasing students' subjectivity can we improve students' consciousness and initiative in learning, so as to make up for it? Want me to learn? Become? I want to learn? , so as to actively participate in the completion? Mission? In practice. In the process of learning, this kind of emotional factor plays a vital role, and students can master knowledge more effectively and obtain independent development under the guidance of teachers.

It is conducive to building a new and harmonious relationship between teachers and students. As the participants in English classroom teaching include teachers and students, the relationship between them has a very important influence on the teaching effect. In task-based teaching activities, the roles of teachers and students have changed. Teachers are the organizers and instructors of the class. They design real communication activities suitable for students' level, consider how to allocate tasks most effectively, and stimulate students' enthusiasm for autonomous learning. In the process of students completing tasks, teachers need to give appropriate guidance and help to students when they encounter difficulties, so that the tasks can be successfully completed. Students are no longer passive recipients of knowledge in this process, but active participants in the learning process.

It is beneficial to cultivate students' good character. In the process of completing the task, every student needs to actively participate, cooperate and communicate with each other. For every student, this is not only an exercise of language ability, but also an opportunity and method to enhance self-confidence and improve communication ability, so that students dare to express themselves and are willing to express themselves, dispel the common self-defense psychology among students and cultivate good character. In addition, each student plays a certain role and assumes certain responsibilities in the process of activities, so that students can find their own shortcomings in the team, thus stimulating the desire for self-improvement and enhancing the internal motivation of learning. Moreover, in order to complete the task better, it requires close coordination and cooperation among team members, and competition activities are also carried out between groups, which also plays a good role in promoting students' sense of cooperation, competition and collective honor.

Four. conclusion

In the application of task-based teaching method, teachers play the role of promoters, questioners and guides in language acquisition. Where is the teacher from? Study? In order to design teaching content, students' activities have clear objectives and point to specific operational requirements. In all kinds of activities, students' brains are always activated, which can arouse students' interests and hobbies. The whole learning process is proactive. Students have something to say and feel, and they get not only ready-made knowledge points, but also the ability to use language. Moreover, with the deepening of teaching tasks and the continuous improvement of students' language ability, the whole process of language learning will tend to be automatic and autonomous, which can stimulate students' innovative spirit and practical ability, stimulate students' divergent thinking and enable students to use language creatively.

In a word, the purpose of task-based teaching method is to serve classroom teaching, and students are the direct beneficiaries. Task-based teaching method embodies the concept of student-centered, task-centered and activity-oriented, which is helpful for students to learn independently, improve their practical ability of using language to communicate, and enhance their interest and confidence in learning. It is a concrete embodiment of quality education in English teaching.

References:

[1] Gu Xianchun, Han. A new educational concept. Selected by Angelnan. Applied linguistics. Renmin University of China Press, 2007, first edition.

[2] Gong Yafu et al. Task-based language teaching. People's Education Press, 2003.

[3] Yue Shouguo. Task-based language teaching method: overview, motivation and application. Foreign Language Teaching and Research, 2002, (5).

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