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The Study Of Task Chain Teaching Model On English Writing Proficiency Of Chinese Non-English Majors

Posted on:2010-02-25Degree:MasterType:Thesis
Country:ChinaCandidate:X L LiuFull Text:PDF
GTID:2155360275988750Subject:English Language and Literature
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Writing is an indispensable component in learning a foreign language and it plays a decisive position in the using capability of foreign language. Meanwhile, writing a skill that combines output and creativity, thus it is considered as one of the most difficult linguistic competences for learners. Due to the influenced factors by different concepts of language learning, different teaching approaches have been proposed. Among the approaches, product and process approaches are the two commonly used teaching approaches. However, along with the deepening research of the two writing approaches, we find that writing skill cultivation is placed extra emphasis and learners'desire for using writing form to conduct real-world communication is disregarded. Researchers have been searching for a approach that can combines the advantages and avoids the defects of the two approaches. In recent years, task-based language teaching approach has been widely studied. This method makes learners master the language structure in real and communicative environment, the task-based teaching approach is scheduled to be a suitable choice. Based on the task-based language teaching, the present study raises the task chain teaching model in writing teaching and specifically applies this model to the teaching of college English teaching. In the study, the paper adopts the quantitative and qualitative analysis to analyze the teaching model. The present thesis discusses the influence of this model on English writing result.Chapter one is the brief overview of current situation for the writing teaching of college English and putting forward the present research. The author analyzes the existing problems in the teaching of writing, and the importance of writing ability valued by both domestic and international environment. In order to solve these problems, task-based language teaching is proposed. At the same time, the author introduces the main contents of each chapter in this thesis.The second chapter is literature review. The author first introduces the theories about English writing teaching, and points out the advocacy of task-based approach. Secondly, the basic concepts related to task-based approach are elaborated, and the theoretical bases for task-based approach such as cooperative learning, input and output hypothesis, social constructivist and psycholinguistic perspectives are expounded. Moreover, this article introduces Willis'framework for TBLT. Based on Willis'framework and Nunan's basic principles for TBLT, the researcher establishes the task chain teaching model and clarifies that the teaching activities need to be carried out in task chain teaching model. The task chain teaching model includes preparing stage, writing & revising stage and evaluating stage. In the actual teaching process, these three stages are not in linear arrangement, but in recursive arrangement. Finally, the author analyzes the respective role of teachers and students in this teaching model.The third chapter is methodology. The participants in this experiment are two classes, each comprising 30 non-English major freshmen in Liaoning Shihua University. According to the comparison of the total score and writing score of pre-experimental test, the two classes have the same language and writing level. The experiment lasts 11 weeks, including pre-experimental test, experiment and post-experimental test. The control class uses traditional product approach, while the experiment class adopts task train teaching model during experiment. The task chain teaching model consists of three stages: preparing stage, writing & revising stage, and evaluating stage. The detailed tasks of each stage are explained, including pre-reading task, learning from model essay task, writing draft, discussion within group, reporting to other groups, exchanging and evaluating tasks and accomplishing final essay, etc..The fourth chapter is result and discussing. Firstly, the author introduces the data source: the total and writing scores of last-term final exam, the writing scores of pre-experimental post-experimental test and all the writing papers. Secondly, the software SPSS 11.5 is used to make comparison with the total scores, contents, organization and language between the two classes. The author uses independent sample t-test and paired sample t-test to uncover that the performance of experiment class overmatches that of control class. Finally, based on the analysis of the typical composition from test paper, the different writing level of two classes is directly and specifically explained. The causes of such differences are further discussed by the interview towards students.The fifth chapter is the conclusion. The result of experiment and interview verifies the author's hypothesis: the application of task chain teaching model in English writing has received benign effects in raising students'interest and positive attitude. This model is effective in increasing students'writing proficiency. And then, this study arrives at the limitation of the study. Finally, the suggestions are reached for future research.
Keywords/Search Tags:task-based language teaching (TBLT), product approach, task chain teaching model (TCTM), English writing teaching
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