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1、-范文最新推荐- 热身活动在英语精读课堂教学中的应用基于建构主义学习理论_英语论文 AcknowledgmentsOne of the greatest joys during the writing of this thesis is discussing with people who have given not just their time and attention, but their hearts and souls as well. I would like to thank the following people for their dedication and cont
2、ribution, without which the path to the finishing line would have been a whole lot more bumpy.My profound gratitude first goes to Mrs. Liao Jing, my supervisor, who has generously shared his inspirational and provocative ideas during many of our face-to-face discussion sessions. I would like to expr
3、ess my sincere thanks for her great help with my paper. Her great devotion to research has dramatically influenced me on my attitude towards future study and life.Besides, I am also grateful to all students in Shanghai Institute of Technology who have got involved in my research of warming-up activi
4、ties.Special thanks should go to my friends and classmates for their valuable suggestions and selfless support when I had problems during my thesis writing.AbstractIn English teaching, in order to attract the students’ interest, to stimulate their minds and to arouse enthusiasm of the students
5、 to participate, teachers usually design and utilize some teaching activities before classes, which are called "warming-up". "Warming-up" can efficiently wake up the original background knowledge of the students, stimulate their interest of the topic and explore the motivation of
6、 their learning. Constructivism plays an important guiding role in the theory and practice of English teaching. Under the guidance of this theory, the present paper analyses the current situation of teaching practice of English intensive reading coourse and proposes a detailed teaching mode, Task-ba
7、sed Language Teaching(TBLT). TBLT arouses students’ reading interest, improves their reading ability, enhances their learning autonomy and helps to establish the student-centered and teacher-guided class. In addition, the present paper further proves the function of constructivism on teaching
8、and testifies the applicability of the TBLT approaches. If an English teacher can design the warming-up activities according to this theory, he or she can fully arouse the students’ enthusiasm to study English in a short time and can lead the students to cooperate effectively with the teacher
9、to finish the task in this period. The paper would be pided into five chapters. Chapter one is an introduction to warming-up activities. Chapter two is the study on the theoretical framework of the present research: constructivism and task-based language teaching (TBLT). Chapter three focuses on the
10、 application of TBLT in warming-up activities in Intensive Reading Course for English majors, which is followed by Chapter four, a case study, carried out in SIT for English majors to provide authentic materials to support the arguments in Chapter three. Chapter five is the conclusion. 关键词：热身活动，建构主义
11、，任务型教学法CONTENTSAcknowledgementsiAbstractii摘要.iii1 Introduction.12 Theoretical Framework 32.1 Constructivism32.2 Task-based Language Teaching.43 Warming-up Activities in Intensive Reading Course for English Majors. 63.1 Functions of Warming-up Activities in Light of Constructivism Learning Theory63.2
12、 Classifications of Warming-up Activities.63.3 Warming-up Activities Based on TBLT.74 A Case Study. 114.1 Basic Information.114.2 Procedure114.3 Data Collection and Analysis.124.4 Results and Discussion.135 Conclusion.16Bibliography181 IntroductionAs the saying goes, “Well begun is half done.&
13、rdquo; Teachers usually begin lessons with warming-up activities. Warming-up, as a crucial part of classroom teaching, means the proper preparations and lead-in of lessons, lasting just 5 to 10 minutes at the beginning of lessons. Warming-up in teaching is of great importance. For one thing, proper
14、warming-up activities create a positive classroom atmosphere. For another, warming-up plays an important role in the cultivation of students’ innovative thoughts and cooperative spirits as the platform of the combination of theory and practice. But through investigation, it is found that warmi
15、ng-up activities have not been used or organized properly in EFL (English as a Foreign Language) classes in China. It’s a pity that the design of the teaching programs does not take the interaction of teachers and students into full account and teachers can not set the rational situation to le
16、t students participate and experience the process. The present paper is to take an in-depth look at and have a thorough discussion on the function of warming-up activities on the Constructivism learning theory, and it would be helpful for teachers to design various kinds of activities elaborately in
17、 line with the contents of the class and the level of students. Positivism and qualitative researches are mainly used in this paper. The paper would be pided into five chapters. Chapter one is an introduction to warming-up activities, including the current situation of the application of warming-up
18、in EFL classes in universities. Chapter two in the study on the theoretical framework of the present research: constructivism and task-based language teaching (TBLT). Chapter three focuses on the application of TBLT in warming-up activities in intensive reading course for English majors, which is fo
19、llowed by Chapter four, a case study, carried out in SIT for English majors to provide authentic materials to support the arguments in Chapter three. Chapter five is the conclusion, which discusses the implication of the present research, and then some suggestions on teachers’ roles, learners&
20、rsquo; roles and teaching environment are put forward. My paper would be extended from the brief analysis of the current application of the warming-up activities and the study on the theoretical framework of the present research: constructivism and task-based language teaching (TBLT). Then, I would
21、concentrate on task-based language teaching guided by constructivism in warming-up activities, including their survey design, which describes the subjects and questions of the survey and the reports about the result of survey and analysis of the data. Using educational experimentations, a case study
22、, carried out in SIT for English majors to provide authentic materials, I would explore the impacts of three warming-up methods to foster and inspire college students’ academic emotion in English classroom. Based on the results of survey, I will precisely analyze the results brought by the tea
23、ching methods. The statistics available of the survey, providing useful first-hand materials, is bound to help me sort out their different characteristics and values of warming-up methods in English teaching.2 Theoretical FrameworkThe kernel of this paper is task-based language teaching guided by co
24、nstructivism in warming-up activities. So the two main concepts involved in the present paper are constructivism and Task-based Language Teaching. 2.2 Task-based Language Teaching (TBLT)Teaching pedagogy is an important component of foreign language teaching (FLT). Pedagogy is the science and art of
25、 education. Its aims range from the full development of the human being to skills acquisition. (Net.2) With the development of the approaches and methods through the efforts of many researchers, foreign language teaching has developed into different schools based on different theories. They are Gram
26、mar-Translation Approach, Direct Method, the Oral Approach and Situational Language Teaching, Audio-lingual Method, Communicative Language Learning, Natural Approach and so on. All these different teaching approaches and methods once played important roles in the history of foreign language teaching
27、 in China, and each of them has its own advantages and disadvantages in different aspects. (邓丽君, 2009:83) The New Curriculum Syllabus for English Language Teaching, published in 2001, advocates the use of task-based approach. The task-based language learning is the application of constructivism in t
28、he teaching pedagogy.2.2.1 Definition of TBLTTask-based language learning, also known as task-based language teaching or task-based instruction focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Assessment is primarily based on task outc
29、ome (in other words the appropriate completion of tasks) rather than on accuracy of language forms. This makes task-based language learning especially popular for developing target language fluency and student confidence. (Net.3) It is a modern language teaching approach to second language acquisiti
30、on around the world. Through direct English classroom instruction task-based teaching enables students to complete a variety of tasks. The essence of TBLT is “learning by doing”.2.2.2 TBLT in PracticeTask-based Language Teaching (TBLT) is a new teaching approach applied both in research
31、and practice. It advocates that students should communicate with each other in the target language to learn language knowledge system by doing tasks that are common in the real context and ultimately improve their language proficiency. It focuses on asking students to do meaningful tasks by using th
32、e target language. Willis (1996) has proposed the frameworks of classroom implementation of task-based language teaching in 1996. He suggested the three stages in implementation in TBLT. (1). Pre-task. The pre-task is aimed at inducing and raising interest in a task in line with the topic; (2). Task
33、-cycle. Task-cycle is made up of three concepts: task, planning and report. In this part, students should complete the task by groups or in pairs, prepare to report what they decided and discovered, and display what they have found of their conclusion. (3). Language focus. In this stage, teachers an
34、d students should all concentrate on the analysis and the practice of what they have learned and found. The main procedure of task-based language teaching is to change the process of language learning from simple vocabulary and grammar learning into the process of completing tasks, during which lear
35、ners could learn the knowledge automatically on the learning process. Task-based language teaching attaches great importance to “learning by doing”. Learners are supposed to be fully involved in the tasks, and to learn language by communicating with each other automatically. Therefore, T
36、BLT is of great significance in changing the traditional “low-efficient” English classes. And task-based language learning is especially popular for developing target language ability. Through direct English classroom instruction task-based teaching enables students to complete a variety
37、 of study, work, and other tasks. As the carrier of knowledge, English would be regarded as the stimulator to improve both students’ knowledge and skills through the process of listening, speaking, reading and writing. There is no doubt that TBLT is really significant in changing the current E
38、nglish teaching situation in our country, and that TBLT is effective in arousing students’ interest, developing their capabilities and enhancing their comprehensive competence. 热身活动在英语精读课堂教学中的应用基于建构主义学习理论(4): 3 Warming-up Activities in Intensive Reading Course for English MajorsAs one of the m
39、ost important courses for English majors, intensive reading course is aimed at cultivating the learners’ language competence and communicative skills. The this paper is to conduct a thorough research on the intensive reading course so as to get the conclusions on the application of TBLT to war
40、ming up activities in FL learning.3.1 Functions of Warming-up Activities in Light of Constructivism Learning TheoryAs the “appetizers” of classes, warming-up activities are aimed at putting students in the best learning state within the shortest time. The proper warming-up activities bas
41、ed on the constructivism learning theory have the following functions. First, warming-up activities can create positive classroom atmosphere. Warming-up activity is a way to evoke students’ interests in the participation of English learning, and it can create an equal and comfortable classroom
42、 atmosphere. Second, warming-up activities can improve the learning efficiency of students. Because of the positive influence of warming-up activities at the beginning of a lesson, it will keep students concentrating on the class and behaving actively and lively in the class, and it will lead to the
43、 excellent results of the lessons. Third, warming-up activities can stimulate independent study. In warming-up activities, students get the opportunities to understand the theme of the lesson, express their thoughts about the contents, and it will arouse their critical thinking on a specific issue.
44、Fourth, warming-up activities can provide students with cultural and moral education. In warming-up activities, teachers can take the opportunities to produce and offer the conditions for students to cooperate with others, and advocate collaboration among students and guide students to understand so
45、me life philosophy, get the power to overcome all the difficulties and courage to go forward.3.2 Classifications of Warming-up Activities 3.3 Warming-up Activities Based on TBLTConstructing relaxing and free learning atmosphere and enhancing spoken language communication, warming-up activity is an i
46、mportant path to prepare for the follow-up topics in classes. As the application of constructivism in the teaching pedagogy, the task-based language learning (TBLT) can make a solid foundation for the use of warming-up activities in intensive reading courses.3.3.1 The Principles of TBLTAs stated in
47、the previous part, warming-up activities have dominant effects on the results of the classes, so it is advisable to conduct effective warming-up in classes. Teachers should follow the following principles as the guideline in their English teaching practice as far as warming-up is concerned.The first
48、 principle is authenticity. This principle is to point out that the materials used in the task guided by TBLT should be close to the real life. So does the situation which the specific activities occur in. The design of the task following the authenticity principle is not completely opposed to the fictitious language materials appearing in the classroom task, but is to create the environment that is real or close to the real one.The second principle is pertinence. Warming-up approaches mus