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本文以2014年文秋芳教授提出的“输出驱动-输入促成假设”(Output-Driven,Input-Enabled Hypothesis)(“新假设”)为指导,修改大学英语阅读教学中的任务设计。通过对本校相同专业,相同英语水平,但完成的课堂教学任务不同的两届学生,平时表现期末成绩和大学英语四级考试成绩的量性统计;并调查采访他们平时的学习过程,做出访谈式的质性描述,从而验证了新假说指导下的任务设计能够更好地提高学生的英语综合水平。最后,在新假说和任务型教学法的指引下,本研究提出了合理改进当前大学英语阅读教学中教学任务设计的策略。
In this paper, based on the “Output-Driven Input-Enabled Hypothesis” (“New Hypothesis”) proposed by Professor Wen Qiu-fang in 2014, the thesis revises the task design of college English reading teaching. Through the same professional, the same level of English, but the completion of the classroom teaching tasks of two different students, usually the final performance and the University of CET Fourth grade test scores of the quantitative statistics; survey and interview their usual learning process to make interviews Which can verify that the task design under the guidance of the new hypothesis can better improve students’ comprehensive English level. Finally, under the guidance of the new hypothesis and the task-based pedagogy, this study proposes a strategy to rationally improve the design of pedagogical tasks in college English reading teaching.