基于任务教学法在英语阅读课堂的运用

长沙市麓山国际实验中学  杨毅

Abstract

Readingserves as one of the main methods to gain knowledge and information. And it plays an important role in senior English. How to help students’ improve their reading and their motivate has also been an important subject which we English teachers are concerned with.

In view of the theoretical basis of task-based approach, the author designs a teaching method in senior English reading. By comparing between TBLT and traditional ways of teaching, it analyzes the advantages of the TBLT approach. On the basis of analyzing some teaching cases, we strive to improve senior students’ English reading comprehension skills radically.

 

Introduction

 

Writing this thesis, the author mainly uses a method of consulting the reference, either in the library or in the material room of the college; and surfing the website for information. What’s more, the instructor has offered plenty of valuable advice, which is quite helpful. This thesis tries to study task-based teaching approach to organize reading classroom from four aspects: related theories of task, task-based learning, general introduction of reading and application of task-based language teaching approach in senior high school English reading. In Chapter 1, it mostly analyses the theoretical basis of task including definition, classification and components of a task. In Chapter 2, the thesis offers task-based learning. While the following chapter focuses on general introduction of reading. Chapter 4 studies some useful task-based approach to applicate the English reading class and in the last chapter reflection and suggestion for task-based English teaching approach are offered. The study of these four aspects aims to illustrate that how to organize reading English classroom efficiently in task-based teaching approach.

 

 

Chapter 1 

Related theories of Task

 

1.1     Definition of Task

A number of definitions have been given to “task” in task-based language learning by many researchers from different perspectives. In some versions, it is suggested that the word “task” is nothing new and it is just another term for various activities, including language games, grammar exercises, role-plays and comprehension. However, instead of viewing a task as an exercise of language practice, a task is best regarded as a “work plan” which involves some input as well as some instructions urging learners to achieve a certain outcome, requiring much engagement from learners, and they, with clear objectives and strong communicative purpose, are goal-oriented. Learners use target language to communicate and understand during process of tasks. They concentrate on language meaning rather than on forms. It consists of three important elements: 1.meaning is first; 2.evaluation is based on tasks finished or not; 3.task finishing is of great significance. In another word, meaning is the core of task, so we should attach great importance to how learners communicate with each other, not to what forms of language students used. The focus of a task is to solve the communicative problems which may exist in real life. Problems should approach to students’ life and experiences and stimulate learners’ desire to attend actively.

 

1.2      What is a Good Task?

Without doubt, one of the most significant aspects of English reading is the various activities and exercise that students engage in. Many teachers often find it difficult to select the activities to be adapted for their own classes. It goes without saying that no reading activity could be regarded as successful if students find no pleasure or think it is worth nothing when carrying out the performances. But the most important, the task must also be challenging enough in itself so as to arouse participants’ interests and curiosity, or they perceiving that the task goal can be achieved without efforts would find no purpose to pay attention to meaning communication. Moreover, no any successful speaker can make impressive speech without preparation, and nor can successful writers logically without producing several drafts. It is necessary to provide a period which is designed for students purposefully to rehearsal and to plan more ambitious language. It was noticed that learners who were given time for rehearsal produced a longer discourse than those without planning time.

 

 

Chapter 2

Task-based Learning

 

2.1 Introduction of Task-based Language Teaching

   Task-based language teaching, which focus on the two-way exchange of information on the real life experience, could be the right choice for the students to find another way to cope with their problems in learning English. Task-based language teaching emphasizes learning to communicate through interaction in the target language. Through different kinds of tasks which include a lot of negotiations and discussions in the process of learning English. In this way, English may have a chance to get closer to students’ life and become one of students’ favorite subjects. Besides, a pointed out that as learners work to complete task, they have to work to understand each other and to  express their own meaning.

 

2.2 Characteristics of Task-based Language Teaching

(1) The introduction of real texts into the reading situation

(2) The provision of opportunities for learners to focus, not only on language, but also on the learning process itself.

(3) The development of the learner’s own personal experiences as important contributing elements to classroom learning.

(4) An emphasis on learning to communicate through interaction in the target language.

(5) An attempt to link classroom language learning with language activation outside the classroom.

The understanding and production of language related to meaning have been demonstrated to promote language development. (Swain, 1995) So the Task-based language teaching tries to give learners confidence whatever language they know; to give learners experience of spontaneous interaction; to give learners the chance for communications and using purposefully and cooperatively.

 

2.3 The Advantages of Task-based Language Teaching

Comparing the traditional activities with group or pair work, the findings are quite conspicuous, indicating that not only did individual that not only did individual learners have more opportunities to speak, but they also have more chances to use the target language communicatively.

At the same time, it is noticed that tasks are more motivating than any other formal methods of classroom instructions because learners can use language simultaneously and cooperatively with their fellow students. (Littlejohn, 1983) Moreover, in the group all learners have a chance to practice communicating turns to speak, initiating and responding to others comments, and reacting to others’ contributions. It is more appropriate and reasonable, from the pedagogical perspective, to implement tasks in which peers with similar status and similar language proficiency work together.

 

 

Chapter 3 

General Introduction of Reading

 

3.1    Definition of Reading

Readingserves as one of the main methods to gain knowledge as well as information. Extensive studies on the process of reading and how to enhance this process have been done in the past decades. After going through large quantities of materials on the description of reading process, Stauffer succeeded in depicting one point: Comprehension is an invariant condition of reading which obtains universal agreement. Williams, who holds the same opinion, regards reading as a process in which the reader strives to catch the meaning of its content. Carroll expressed almost the same point of view when he treats the "essential skills in reading” as “getting meaning from a printed or written passage”(1970:).

Reed, however, does not agree the point that reading necessarily involves understanding. He describe reading as “identification of linguistic forms from strings of written configuration that present them, as evidenced by producing the conventional signs for the same linguistic form in some other system of representation". By saying this, the author means that it is possible to transliterate language from one form to another without being known by the reader.

Despite of disagreements, sometimes even contradictory definitions, most experts share one in common, namely they believe that reading contains at least three meanings:

To begin with, reading is a decoding process in which the target is sound specially;

Secondly, reading is an understanding or comprehensive process;

Last but not least, reading is a constructive thinking process.

By reading in this thesis, the author means interaction with a printed message in English as a second language across a range of active thinking operations for some purposes in or out of classes, guided by a teacher. The interaction process includes both the extraction of valuable information and an active response to ideas. Extracting information is the activity inter-related with reading in most cases. It involves the sound symbol correspondences, word meanings, and mutually understandable ordering of words in phrases or sentences that are the main body of the phonology, semantics, and syntax of written language. While going through those steps, the reader tries to take full advantages of messages and thus make final decisions. That is the very beginning of interaction with the message in a second language. From the point of view of the teacher, interaction with the messages on the paper refers to the reader’s background and attitude mixed with the surface meaning of the printed words. Interactions through a set of processes indicate that the students’ ability deals with the message through a variety of critical capabilities involving analysis and evaluation, as guided by the reader’s purpose for reading: to obtain information, to make comparison, to enjoy the pleasure of reading etc.

Different person uses the term reading in different manner, which may cause confusion in practice. Consequently, to standardize the definition of reading is our first step.

 

3.2  Three Modes of Reading Procedure

The primary goal of foreign language learning is to develop the ability to use real and appropriate language to communicate and interact with others. For the English learning of Chinese students, both teachers and students should work together to find some active methods towards real communication not only in oral English but also reading ability.

    But the present practice in reading class in most high schools in China could not provide satisfactory conditions for both teachers and students to achieve the goals. The situation is that teacher-centered approach is still taken main part in many classes; the common teaching pattern is reading, questioning, and explanation and grammar exercises. Student depends too much on the teacher and lacks a sense of responsibility for their own learning. As a result, in class they listen to the teacher passively, take notes and gradually they lose interest learning English. In order to make the reading class more effective in terms of developing students’ reading ability and interest of learning English, there should be a corresponding change in the method of teaching foreign language and taking into consideration the students’ needs.

Method of “Task-based learning” will be introduced  in reading. Using this way, students can learn English with the clear aim, to develop their ability of language, thinking, communication and cooperation. “task-based learning” is a new concept for them, some of their teachers have the wrong idea of it. For example, some language teachers only teach language points in class, they regard them as the main task, meanwhile, teachers neglect the communicative task in English reading class, neglect the “student-centered” principle, therefore, in order to apply the new method in Senior English reading class, it is necessary for teachers to be clear about the following way of English reading:

 

3.2.1Bottom-up Model

The bottom-up processing models hold that reading must begin with code-driven processes or with the processing of the letters and words. The bottom-up theories operate on the principle that the written text is hierarchically organized on the graph logical, phonemic, syllabic morphemic, word and sentence levels and that the reader first processes the smallest linguistic units, gradually compiling the smaller units to decipher and comprehend higher units. Reading thus begins with the sensing of graphic symbols on the retina, the analysis of letter features, the linking of these features to recognize letters, the combination of letters into letter clusters and spelling pattern, the linking of spelling pattern into words, and organization of words into sentence, paragraph and at last the whole text. Bottom-up models can be used when an initial reading leaves readers confused. Perhaps readers cannot believe that apparent message was really what the writer intended. In the case, readers must scrutinize the vocabulary and syntax to make sure they have grasped the plain sense correctly.

Thus given this method to students, they will have a generally idea that learning new words is important and not isolated from reading and will naturally attach importance to words learning, and also by Bottom-up model they will grasp tips on how to read and will not take reading as an aimless and boring thing. On the contrary, with the clear purpose and right way their reading ability will be improved step by step. Also teacher will see the active participation of students can make reading class more fruitful and meaningful.

 

3.2.2Top-down Model

The second way of effective task -based reading is Top-down model. This theory suggests that processing the print begins in the mind of the reader with meaning-driven processes or with a hypothesis about the meaning of some units of the print. The top-down model proposed by Goddman and Smith is founded on a conscious prediction. From this perspective, a reader identifiers letters and words only to confirm his or her hypothesis about the meaning of the text. This process is mainly based upon the prior knowledge and concept of the reader.

With advocates of the top-down models, Gove (1983) believes that (1) readers can comprehend a text even though they do not recognize all the words, (2) readers should use meaning and grammatical cues to identify the unrecognized words (3) processing for meaning is primary objectives of reading comprehension rather than the mastery of letters, letter-sound relationship or words.

In the top-down models reading becomes a positive process of guessing confirmation and is also a psycholinguistics guessing game. The reader’s comprehension is what their own systematic knowledge and schema interacts. Therefore, if you want to identify the word in a text, just read the meaning of sentence; if you wish to identify the letter, usually read the word following a top-down model. But this requires students have a higher English level and wide background of knowledge. So it is more appropriate for higher level students, with top-down model, teacher can extend the content and can ask students to prepare and collect more info before reading starts.   What in the past teachers usually do is conducting lesson word by word, sentence by sentence, students feel boring and study passively, by doing this way, they will think when beginning a new lesson, they are part of the teacher and can share with classmates the information they get. By this active way, both teachers and students feel happy for transforming roles.

 

3.2.3Interactive Model

The above mentioned two ways are not isolated from each other, usually speaking they are closely connected and making reading more effectively and meaningful.In practice a reader continually shifts from one focus to another, now adopting a top-down approach to predict the probable meaning, then moving to the bottom-up approach to check whether that is really what the writer says. This has become known as interactive reading.

The interactive models suggest that meaning comes from many sources, that the reader simultaneously and in parallel uses all levels of processing, that any one source of meaning … be primary at a given time, that utilizing information from one source often depends on utilizing information from others, and that the reader constructs meaning by the selective use of information from all the sources of meaning without adherence to any set order. From an interactive view, the source of meaning includes all the meaning and the within-word cue: lexical, semantic, schematic, syntactic, logographic, graphemic, phonological, orthograic, morphemic, and graphophonemic information. Leu and Kinzer have observed that reading proceeds as each knowledge source in one’s mind interacts simultaneously with the print on the page and with other knowledge sources. So only task-based education in English reading fully put these two models together can students greatly improve themselves and use it easily and freely.

 

 

Chapter 4 

Application of TBLT Approach in Senior High School English Reading

 

4.1 Some Traditonal Models of Teaching Reading and Their Problems in Teaching Reading

The teaching model for reading develops with the time. In this part, we will introduce two models: the grammar-translation and the question-and-answer model.

 

 4.1.1  Grammar-translation Model

This model is mainly based on the Grammar-translation method. This style emphasizes on indoctrinating and students only obtain knowledge passively. The teacher is the only focus in the period of teaching just like a dominator. In the classroom, students act like receptacle into which teachers put grammatical rules, sentences analysis experience and key structures of related knowledge. Digestion of all those content is left to students after class.

In this kind of class, students have almost no time to think about what they have just heard. This leads to high competence in written English. Students lack the ability of communication and quick response to new things.

 

4.1.2  Question-and-answer Model

To improve the ability of communication and daily life application, more and more teachers tend to use the ask-and-answer model, which shifts the center from the teachers to the students, as an alternative. In the question-and-answer model, teachers communicate with students actively, which forms a double-way pipeline. Despite of increase of students’ involvement, this model still has some disadvantages. Firstly, students are busy dealing with questions raised by the teachers and thus they have less room for independent thinking. Secondly, we may not assure the quality of questions. Simple yes or no question in most circumstances produces fruitful results.

 

4.2 Reading Comprehension Skills in TBLT

 

4.2.1The Problems with Reading Comprehension

In the reading comprehension of TBLT, a greater amount of emphasis and time are placed on testing the ability of reading comprehension than on testing reader’s background of how they comprehend. Activation of background knowledge is of great importance to the reading comprehension process of TBLT. As far as I’m concerned, there are two mental activities: metacognition and cognition. Cognition can be defined as thinking. While the metacognition can be defined as thinking about one’s thinking. The reason why so many students can’t understand the meaning of the reading materials is that they can’t get the best understanding of their reading comprehension process. Thus one of the most important goals of reading teaching is to cultivate the students’ metacognitinve capacity in reading comprehension processof TBLT, including the following activities: selecting and explaining information; synthesizing and inferring information; formulating and asking questions; hypothesizing and applying basic reading comprehension skills.

 

4.2.2Training the Abilities of Reading Skills in TBLT

Generally, when designing the reading comprehension class, teachers have to consider forming students’ following reading skill in TBLT: 1.Skimming is one of the most important skills in selective reading. It differs from normal reading in that not all of the material is read. So we’d better skimming to identify the point of view, to find out what kind of information is given and to identify the author’s purpose.

The next one is guessing words in context and relevant meanings are reasoned by analogy with the help of logical relation between new and old linguistic materials. The ways concerning the technique are following: inferring based on the causality and from contexts. This is an significant technique to develop students’ comprehension, especially the reading ability and inferring the meaning of the unknown words. Moreover, inferring by characteristics of something and inferring based on the sequence of something. For example, the peasants plough the field with the tractor. So there is considerable evidence that knowing how a text is organized influences the comprehension of the text.

 

4.3 Task-based Reading Teaching Approach

 

4.3.1 Pre-task

As for reading approach in TBLT, teachers should accomplish the following tasks:

 

4.3.1.1 Arouse Students’ Interests

Teachers should pay more attention to the pre-task activities so as to explore the topic should involve all learners. All the students should be engaged in these activities and be given adequate times to arouse the students’ interests.

“Interest is the best teacher.” Only when students have interests in what they are going to read, the reading process can get better results.

 

4.3.1.2 Introduce Some Background Knowledge About the Reading Context

Proper background knowledge introduction of the reading text can help students handle with some difficulties in their reading activities, and it can also let students have some cognition of the text. Too many obstacles can greatly affect students’ reading process, so teachers may explain some difficult sentences and words first. But they should not explain all the problems, and should leave some difficult words for students to guess by using the above mentioned reading skills.

 

4.3.1.3 Let Students Have a Conspicuous Purpose of Reading

Reading speed and reading styles are determined by various purposes of reading. In the present middle school English teaching, the main goal of reading teaching is to improve students’ reading skills. As we have mentioned in the former part of the chapter, teachers themselves should know the purposes of reading teaching and what kind of reading skills their students should be cultivated in each teaching stage before classes.

 

4.3.2Task-cycle

In this stage, it has three components: task, planning and report.

 

4.3.2.1 Task

We should mainly be put more emphasis on fostering students’ reading skills.(include reading comprehensions and reading speed etc.) teachers not only should help students have a clear understanding of the text structure, but also should let students catch the author’s writing purposes. a) Scan the text; b) Let students skip the text, and give them some questions; c) Intensive reading of the text. Of course, in each course of the fulfillment of tasks, teachers should remind students of their reading speed and their comprehension. Teachers should offer different reading speed requirements to students according to various reading tasks.

 

4.3.2.2 Planning

At this stage, what the teacher does is as follows:

(1) Be very clear about the purpose of the report

(2) Be very clear about what form the report will make.

(3) Tell the students how long their report will be. If it is an oral task, set the time limit. With a written report, suggest the number of words, and paragraphs.

 

4.3.2.3 Report

During the report stage, the teacher encourages students to show their work, and the teacher can constantly give them some help when necessary.

4.3.3 Post-task

The post-task activities may include: language focus, assignment and summary, discussion and evaluation.

 

4.3.3.1 Language Focus

(1) Language analysis activities. The aim of these activities is to encourage learners to form and test their own hypotheses about how language works (Willis, 1996). Instead of telling them what we are going to learn, the students should underline the target language sentences, and then the teachers can begin to ask the students questions based on the topic to make sure the grammar teaching is greatly contextualized.

(2) Practice. In the reading class, the teacher can ask the students to write a composition after reading.

 

4.3.3.2 Discussion and Evaluation

Teachers can give students some communicative tasks to express their opinions with the form of discussion. For example, like or dislike ; agree or disagree; comment on the characters in the text etc.

When the students finished their tasks, teachers should evaluate their work so as to give students some suggestions.

 

4.3.3.3 Summary and Assignment

Before the end of the class, teachers can summarize the whole class in simple words and summarize what they have learned in the class, for instance, let students rewrite, make an interview, make a report, abbreviate or write a series of the text, etc.

After they have finished the task, teachers will draw students’ attentions to the language which has been used in TBLT, and give them some corrections and adjustments.

 

4.4 Advantages of “TBL” approach in reading

Group work is a term describing a couple of techniques in which at least two students are assigned a task that involves team-work-ship and self-initiated language. By group work, we also imply that the team should not larger than 6 participants for the reason that more people will reduce the time for students and thus degrade the effects of group working.

 

4.4.1TBL Produces More Interaction

In traditions language classes, teachers are the center during the whole period of class. They explain language points, conduct drills or sometimes lead group discussion at best. However, students are always reluctant to get involved in the talk because they worry about making errors. Despite of this, group work may still benefit the students. A poll result indicates that when 50% of class time was spent in group work, the teacher may increase individual practice time five-fold over whole-class traditional methodology.

 

4.4.2TBL Deepens the Understanding of Grammar

More interaction will force the student to use more grammar knowledge learned in the classroom. There was a large experiment. Besides learning grammar points, the experiment group was given chances to practice what they’ve gained. The comparison group was only taught grammar knowledge. The final result was that the former group was better than the latter in both communicative ability and grammar.

 

4.4.3TBL Increases the Confidence of Students

    Due to interaction, students are induced to speak as much as possible. They learn to express themselves effectively and vividly. Meanwhile, they gradually recognize the importance of teamwork spirit, which is an by-product of TBL. During this period of time, students grasp the ability of task fulfillment after which they may be more confident than before. What’s more, students learn to solve problems with proper tools available.

 

 

Chapter 5  

Reflection and Suggestion for Task-based English Teaching Approach

 

Nowadays task-based teaching approach becomes the focus of English teaching research. Lots of work have been done in this field both home and abroad. In China, the English teaching method reform appeals also to this method. How to integrate task-based teaching approach in our daily teaching practice effectively, I think, is the problem ahead. To achieve this objective, we have to combine aspects such as teaching content, class type, and targeted students as well as traditional teaching method with our task based approach harmoniously.

 

5.1  Applying Task-based Approach into Reading Problems

Despite of concrete and plain theories of task-based approach, there are still some problems for application in real teaching practice. The English teaching method reform tries to introduce this new method into average schools though it conflicts with traditional teaching method in some circumstances. Some difficulties are listed as followed.

Firstly, task-based approach itself has some disadvantages that lead to difficulties in real practice. For example, the practitioners are not able to validate the inputted language material. Meanwhile, they are not capable of arranging the tough tasks properly. It is of difficulty to realize it systematically as well as consistently.  What’s more, the teaching process is quite hard to control.

Secondly, task-based approach raises high requirements for teachers. Rome was not built in a day. Time should be allocated separately for teachers to get accustomed to this new method. Moreover, knowledge construction and role in the teaching process change simultaneously, which also heavy the burden of teachers.

Thirdly, most students tend to depend on their teachers and thus have a passive learning pattern. This lead to psychological problems in the interactive process which is quite of great importance of task-based approach.

Fourthly, districts disparity causes unbalanced teaching resource distribution and students ability gap between rural and urban areas. Consequently, results vary in different areas.

Last but not least, environment constraints impede the task-based approach. The effectiveness of English learning relies on two aspects: classroom study and extended study. Without appropriate methods out of classroom, which is the de facto method in some cases, the task-based approach may hardly attain expected goals.

 

5.2  Applying task based approach into reading suggestions

 

5.2.1Localization

In spite of rich experience achieved abroad during the past decades for task-based approach, they are high related to certain history, culture as well as customs. We may adopt the philosophy of this method but not detailed realization. Task-based approach originate from western countries where English is regarded as second language (Nunan used it in Australia and Hongkong; Prabhu applied it in India and Singapore; Willis used it in Great Britain). In those countries, teaching atmosphere is quite different from ours where students use English as their daily communication tool. We refer to this kind of study as integrative motivation which is characterized by urgent requirements for involved in the targeted language society for further development. To learn English is to survive. Students there aim at resolving problems with the language they command. Obviously, task-based approach pay special attention to those whose treat English as their second language (not foreign language). It is dedicated to them on both pattern and content. On the contrast, students who treat English as foreign language rather than second language, is seldom involved in the social and political situations with the targeted language. They study English in order to read English novels, books and get useful information. Researches indicate that English is considered foreign language rather than second language in China. Students, the major group of English learning, use English as their communication tool. As a result, we can not copy the foreign model of task-based approach directly into China. Some changes must be made to narrow gap of class type and content between China and foreign countries. Localization of task-based approach is the only way ahead.

 

5.2.2 Application Atmosphere

It’s self-evident that every teaching method has its own advantages and shortcomings. Take the traditional passive knowledge inculcation method as an example. It concentrates on the progressive process in which teaching target is obvious. What’s worse, the English teaching experiments are scarce in most places of our country. Both teachers and students do not have abundant resources to allow further achievements. English, which is a foreign language in China, is destined to be restricted in some specific areas. On one side of the spectrum, students may only use English in classroom. On the other side of the spectrum, task-based approach requires visualized experience. To copy the same realization of the international experience is not a sound way. We have to incorporate task based approach with social factors, teachers’ factors and students’ factors and thus make it localized. Detailed factors such scale of class, arrangement of classes and time allocation of students should all be considered to attain a reasonable way. At the meantime, we should also make changes during the process of teaching which may result in much more better achievements.

 

5.2.3Re-construction of Knowledge for Teachers

    Renovation of knowledge structure for teachers is of necessity. To fulfill the requirements of modern English teaching, teachers are supposed to broaden their horizon and re-think their teaching process to enhance the overall quality for them. Nowadays, communication ability of some teachers still lags behind the development of modern teaching which is the bottleneck of the teaching reform. Consequently, to qualify all of the teachers are the urgent task.

 

Conclusion

 

Task-based approach, which serves as a brand-new teaching concept in the teaching method reform, induces reflection on our traditional classroom teaching methods. It pushes us to think more about the nature of language learning as well as the roles of both students and teachers. The effective approach is expected to introduce new methods as well as roles innovation or sometimes even functions of teaching materials reform. Task-based approach raises great challenges for our teachers. They are supposed to adopt their pattern of thinking and quality. They are supposed to design their teaching from the point of view of students. They are supposed to interact with students to form a lively atmosphere in which targeted students are bound to benefit tremendously.

The thesis delivers the principle and realization steps of task-based teaching approach and teaching practice of the author. Undoubtedly, there are some shortcoming of the method itself and the realization difficulties, however, with the development of theory and practice, task-based teaching approach will become more and more popular, I believe, in future English teaching.

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