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基于任务教学法的商务英语阅读课例研究

基于任务教学法的商务英语阅读课例研究
基于任务教学法的商务英语阅读课例研究

基于任务教学法的商务英语阅读课例研究

【摘要】任务教学法是一种新型的重视培养实践能力,提倡“做中学”的教学模式。如何以任务教学法为指导,结合英语阅读的课堂实践是英语教师在教学中要面对的问题。本文对这一教学法的应用进行了探索,展示了将任务教学法的理念和方法引入课堂的步骤和实施结果,以推动英语教学的多样性和实效性。

【关键词】任务教学法;英语阅读;课堂

一、前言

任务语言教学法(Task-based Language Teaching,以下简称TBLT)是二十世纪八十年代外语教学研究者经过大量研究和实践提出的教学模式,是对交际法的发展。TBLT作为一种语言教学方法,以计划和操作为其中心内容,通过师生共同完成语言教学任务,使外语学习者在自然的状态下,有目的的学习语言。TBLT强调课堂教学要始终围绕既定的教学任务展开,使每节课目的明确、内容实在、效果最佳。学习者在完成一系列任务的过程中,既能提高交际语言能力和语言应用能力,又能通过口头语或书面语的训练掌握语言技能。TBLT的课堂语言交流和学习者之间的互动是通过任务来实现的。

任务的设计形式是主要有四类:1.解决问题:教师提供一系列信息,信息中包含着难题,由学习者找到解决方案;2.做出决定:信息中包含着多种可能性和多种结果,由学习者进行分析、讨论,最终选择其一;3.预测结果:学习者根据已知信息做出合理预测和判断;4.刺探信息:学习者得到的信息是不同的,为完成任务,有必要刺探出对方的消息。

本文主要探讨如何在任务教学法的指导下对英语阅读进行设计,以达到激发学生兴趣,充分调动学生的创造性和互动性,既掌握知识又培养语言技能的目的。因学生在执行任务前必须认真研究和仔细思考与其相关的知识,从而在知识性方面要掌握到一定程度。在执行任务和任务后阶段都要运用目的语进行思考、交流和展示,从而达到提高语言使用技能的目的。

二、课堂过程

本文以《商务英语阅读》(李小飞、祝凤英,2005,外语教学与研究出版社)中Corporate or Organizational Culture(企业文化)这一章为例来展示以任务型教学法为指导的课堂教学的实施过程,是对TBLT在教学实践中的具体运用。

1.前任务阶段:布置任务

①通过对教材的阅读和教师的讲解,形成对本章的基本认识,包括Task 1:了解企业文化的基本内涵、重要作用、主要类型、体现形式等;Task 2:了解Larkin Company的主要业务内容、业务形式、企业文化。

②学生分组讨论。Task 3:讨论Larkin Company的企业文化是如何与它的业务相结合的;Task 4:企业文化又是如何体现在其新建的办公大楼中的;Task 5:还可以用哪些细节来体现Larkin Company的企业文化。

③为学生布置任务。假设你的小组是为Larkin Company服务的公关公司,要帮客户策划一个成立30年的宣传活动。要求不仅能体现出Larkin Company的主要业务的特点,重点是要充分体现出Larkin Company的企业文化,以加深消费者对其的认同感,增加其美誉度。然后在高层会议上向Larkin Company阐明本组策划的活动的内容、亮点和特点、如何在活动中贯彻客户的要求。最后以书面形式上交活动的策划报告。

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