Chapter One Introduction
1.1 Research Problem
本身工程任务型语言教学的角度，覆盖范围广，任务型语言教学理论的发展作出贡献，并帮助了很多中国的教师，他们的教学质量和效率大幅提高。然而，探讨主题为材料，在任务阶段的任务型教学的过程不足。很少有探讨的重点主题如何作用英语口语教学的结果，在中国大学英语口语班。因此，它是非常必要的探究主题扮演的角色在任务型教学措施的实施。是什么让任务型教学工作更好地整合到它的程序的好教材。笔者认为，良好的材料是最好的主题，迎合英语教师和学生的需求。因此，选择的主题与任务型教学措施进行英语口语班之前，是一个关键因素。优秀的图片用于口服类应包括以下四种类型小说的主题，都涉及到大学生的生活和思想的主题，英语毕业论文，大学生所熟悉和主题，可以促使英语教师在课堂上即兴的主题。总之，在英语口语课，英语论文范文，主题新颖，校园相关性，熟悉和即兴的四个特点是适当和流行的图片在中国高校英语口语类。Covering a wide range of perspectives of TBLT, theseworks have contributed to the development of TBLT theories and helped a lot ofChinese teachers improve their teaching quality and efficiency substantially. However,works on researching topics as materials in the task phase of the TBLT procedure areinadequate. Few researches focused on how topics affected the results of oral Englishteaching in Chinese college oral English classes. Thus, it is very necessary to explorethe roles that topics play in the implementation of the TBLT approach.What makes TBLT work better is the integration of good teaching materials intoits procedure. In the author's opinion, good materials are excellent topics that cater tothe needs of both English teachers and students. Thus, the selection of topics is a keyfactor before conducting oral English classes with the TBLT approach. Excellent topicsused in oral classes should include the following four types; topics that are novel,topics that are related to college students' life and thoughts, topics that college studentsare familiar with and topics that can prompt English teachers to improvise in class. Inshort, in oral English classes, topics containing the four features of novelty,campus-relatedness, familiarity and improvisation are appropriate and popular topicsfor oral English classes in Chinese colleges. On the contrary, topics that lack all orsome of those four features might not be able to function as effective as thosecontaining the above four features.This empirical research concentrated on exploring whether the TBLT approach,with the integration of topics of novelty, campus-relatedness, familiarity andimprovisation, is more effective than the PPP approach in improving Chinese collegestudents' oral English proficiency. Hopefully, the results of this empirical researchcould contribute to people's understanding of TBLT and make necessarysupplementation to previous TBLT theories and function as a facilitator to oral Englishteaching in Chinese colleges.
1.2 Significance
中国已支付几十年来高校越来越重视英语口语教学。在此期间，中国的大学经历了伟大的改革中通过英语口语教学措施。由于所有这些艰苦的探究和不断的发现，中国高校英语口语教学中，亲眼目睹了实质性进展。然而，已经有大量的不擅长口语交际的事实，他们已经学会了英语，因为他们的小学天，甚至学龄前时间尽管中国大学生。负责这一不利局面的原因主要有两个。首先，中式学院学生没有足够的机会练习英语口语，英语不是他们的母语。其次，在中国高校英语教师还没有引起足够的重视英语口语教学文论中的运用，他们也没有建立足够的机会，让学生讲英语的满心欢喜有效的沟通目的。这只是因为这两个原因损人不利己提出这项主张英语口语教学与任务型教学措施的实证探讨。China has been paying growing attention to oral English teaching in colleges fordecades. Over this period, Chinese colleges went through great reforms in the adoptionof oral English teaching approaches. Due to all those painstaking explorations andunceasing discoveries, Chinese colleges have witnessed substantial progress in oralEnglish teaching. However, there have been a large number of Chinese collegestudents who are not adept in oral communication in spite of the fact that they havelearned English since their primary school days, or even preschool time.Two main reasons are responsible for this unfavorable situation. First, Chinesecollege students do not have ad
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