通过探讨,这项工作证明了任务型教学能激发学生的学习动机,改变学生的学习态度,提高学生学习英语的能力,以及使用学习策略的能力。
Chapter I Introduction
1.1 Research Background
With the development of society and economy, English learning becomes more and moreimportant. However, the traditional teacher-centered teaching model has made studentsbecome passive learners whose motivation of learning is just to pass the exams and obtaindegrees. In order to adapt to the social development, the college students nowadays must becultivated into lifelong language learners. Therefore, many researchers take various ways tocultivate learner autonomy to improve learners' language proficiency because it promoteslearners' motivation, develops learners' learning strategies, and facilitates comprehensivedevelopment.Learner autonomy became a hot topic about language teaching when Henri Holec (1981)wrote Autonomy and Foreign Language Learning. In fact, since 1960，researches incognitive psychology have elaborated on the human learning process. Both cognitiveconstructivism and social constructivism emphasize the learners' central place in classroom.They proclaim that learners have their own distinctive personalities, motivation, learningstyles and strategies that could have effect on the learning results. According to Holec (1981),learner autonomy is the ability to take charge of one's own learning: determining theobjectives, defining the contents and progressions, methods and techniques to be used，英语毕业论文，-monitoring the procedure of acquisition properly and evaluating what has been acquired. InBenson's words: “autonomy is the capacity to take control of one's own leammg"(2017:47).In Little's terms, learner autonomy is “essentially a mater of the learner's psychologicalrelation to the process and content of learning--a capacity for detachment, critical reflection,decision-making, and independent action，英语论文范文，，(1991:4). Littlewood (1996:428) proposes that anautonomous person should have “an independent capacity to make and carry out the choiceswhich govern his or her actions. This capacity depends on two main components: ability andwillingness.” Thus developing learner autonomy is one or the most important goals inlanguage teaching.How to cultivate the students' autonomy depends much on effective and suitable way.In order to reach the goal of English education, Task-Based Language Teaching (TBLT) hasbeen widely introduced and exploited in English classroom. And the task-based languageteaching is the effective means currently available (Skehan，1996a).The study of TBLT began in the 1980s. It is an important and influential languageteaching approach which was put forward on the basis of a large quantity of research andpractice. A great many scholars have conducted studies in this subject and have made greatcontributions, such as Prabhu, Long, Ellis, Nunan, Skehan and other linguists who have laidfoundations for educators' and teachers' learning and further study. It's proved that TBLTprovides learners with motivation，responsibility and independence in learning. While doingtasks students can satisfy their demands, are free to language control and use a number oflanguage learning strategies. Besides，completing communicative tasks creates basicconditions for greater autonomy on the part of students，because decisions connected withlanguage use are made by the learner. From this perspective, TBLT seems to be anappropriate method in those school types where the ide |
