Chapter One Introduction
英语作为国际交流的桥梁。为了满足中国的发展和国际交流的山寨手机，它是要提高大学生的英语水平，尤其是英语口语的沟通，这是非常重要的。然而，这是一个现实，大学生的英语口语水平远远落后于他们喜欢听，读，写能力。自中国加入WTO以来，大学生的英语能力，英语毕业论文，英语论文题目，尤其是英语口语能力已认真对待社会和雇主。这是中国高校普遍存在的现象，很多大学生不能胜任，虽然他们有相关的知识，语法和词汇。“语言教学的核心挑战是培养学习者的语言交际能力，通过教师的干预。”（skehan Bygate斯温，2017：23）。因此，有必要探究一种有效的措施来提高学生的英语口语英语教师。基于任务的措施已引起了广泛关注，因为它被引入中国。此外，它已被许多学者探讨，并通过在中国的许多英语教师。在这篇论文中，基于任务的措施将被用来在大学英语口语教学，将通过实验证明是有效和可行的。将给予支持的理由和具体略论。English is used as a bridge of international communication. In order to meet theneeds of China’s development and international communication, it is necessary toimprove college students’ English level, especially oral English which is veryimportant in communication. However, it is a reality that college students’ oral Englishlevel lags far behind their other abilities like listening, reading and writing. SinceChina entered into WTO, college students’ English competence, especially the oralEnglish competence has been taken seriously by society and employers. It is aphenomenon prevailed in China’s colleges that many college students can notcommunicate competently although they have the relevant knowledge in grammar andvocabulary. “The central challenge for language teaching is to develop learners’communicative language ability through pedagogic intervention.”(Bygate, skehan &Swain, 2017: 23). So it is necessary for English teachers to explore an effectivemethod to improve students’ oral English. Task-based approach has attracted wideattention since it was introduced into China. In addition, it has been researched bymany scholars and adopted by many English teachers in China. In this thesis, task-based approach will be used in the oral English teaching in college, and it will beproved effective and feasible through an experiment. And specific analysis of thesupportive rationale will be given.
1.1 Background Information
1.1.1 The Present Situation of College Students’ Oral English Teaching in China
Oral English has not attracted adequate attention in the past few decades. As thesituation of globalization became deeper and deeper, in order to meet the needs ofChina’s rapid economic growth and its integration into the whole, talents who have notonly the knowledge of English but also the ability to communicate are in great demand.Nowadays, it has become one of the major goals to improve students’ spoken Englishin our English classroom.Since the college English reform was implemented in the 1980s, it has madegreat progress in many aspects, such as: textbook compiling, teaching methods’innovation. However, compared with the social needs for English talents who have 2great listening and speaking ability, oral English teaching lags far behind.Some problems confronting the oral English teaching in China:
(1). Backward in teaching method. Teaching and accumulating languageknowledge have the priority in English classes. Practical communication competenceis neglected. The teaching method used widely in China is PPP, which stands forpresentation, practice, production. In PPP classes or teaching sequences, the teacherpresents the context and situation for the language which contain some particularstructures (e.g. “there be” structure), and then the teacher explain the grammar andrelevant vocabulary. In the following practical phase, the students are asked to do drillsto practice the corresponding exercises mechanically. Finally, in the production phase,the students
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