ABSTRACT
Task-based instruction (TBI) is a language teaching method that emphasizes “learning by doing” and advocates application of the fundamental principle into classroom teaching, which was first founded by Prabhu, N. S.in the1980s.
In China, the importance of grammar is emphasized in the New Syllabus for English Majors (2000). It is necessary to change the traditional teacher-centered English class pattern into the student-oriented pattern. To achieve this aim in English grammar teaching, task-based instruction (TBI) can be made use of to arouse students’ enthusiasm for learning.
This thesis makes a research into the application of TBI into the grammar teaching for English majors, with one English teacher and 68 students as the research objects. On the basis of the discussion of the results of exams, questionnaires and an interview, this study aims at answering the following questions: (1) Can TBI promote students’ interest and confidence in grammar learning? (2) Compared with the traditional teaching model, is TBI more advantageous in improving English majors’ grammar proficiency? (3) Can teachers use TBI effectively?
Compared with the traditional teaching model,-the results from the 16-week research show: (1) TBI can promote students’ interest and confidence in grammar learning; (2) TBI is more advantageous in improving English majors’ grammar proficiency; (3) It is difficult for the teacher to implement TBI effectively.
The pedagogical implication is that the teacher should change her teaching ideas and TBI can contribute to improving the results of English grammar teaching and learning. It is expected that this study can contribute to the improvement of grammar teaching for English majors.
Key words: task-based instruction; English majors; grammar teaching
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION-1
1.1 Status Quo of Grammar Teaching and Significance of the Research-1
Chapter Two LITERATURE REVIEW-3
2.1 Task-3
2.1.1 Definitions of task-3
2.1.2 Task designing principles-4
2.2 Fundamental Concepts of Task-Based Instruction-5
2.2.1 Definition of task-based instruction-5
2.2.2 Components of task-based instruction-5
2.2.3 Theoretical basis of task-based instruction-6
2.2.4 Framework for task-based instruction-7
2.2.5 Features of task-based instruction-8
2.2.6 Research into the application of TBI into grammar teaching-8
2.3 Summary-9
Chapter Three METHODOLOGY-10
3.1 Research Questions-10
3.2 Research Design-10
3.2.1 Context-10
3.2.2 Subjects-11
3.2.3 Instruments-11
3.2.3.1 Tests-11
3.2.3.2 Questionnaires-11
3.2.3.3 Interviews-12
3.3 Data Collection-13
Chapter Four RESULTS AND DISCUSSION-14
4.1 Students’ Attitudes and Reactions to TBI Grammar Class-14
4.1.1 Students’ attitudes to grammar learning-14
4.1.2 Patterns related to grammar teaching-14
4.1.3 Students’ feedback on task-based grammar teaching-15
4.1.4 Students’ trouble in task-based grammar teaching.-16
4.2 The Comparison of TBI and the Traditional Teaching Model in Improving English Majors’ Grammar Scores-17
4.3 Teacher’s Ability to Use Task-Based Instruction-17
Chapter Five CONCLUSION-19
REFERENCES-20
APPENDIX A-22
APPENDIX B-31
APPENDIX C-32
