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A Comparative Study of Using Traditional Teaching Methods and Task-Based Teaching Methods in College English Intensive Reading Classes

A Comparative Study on the Use of Traditional Teaching Methods and Task-Based Teaching Methods in College English Intensive Reading Classes

Thesis Keywords College English Intensive Reading Classes Task-Based Teaching Methods Traditional Teaching Methods

Thesis Abstract At present, there are still many teachers who, for various reasons in the teaching of English at college, for example, in the process of students' English literacy teaching, rely too much on the use of the traditional grammar and translation method teaching mode and do not make enough use of the communicative teaching method and task-based teaching method which are conducive to the cultivation of comprehensive English application ability. Translation method teaching mode, for the cultivation of English comprehensive application ability of communicative teaching method and task-based teaching method is not enough to utilize. The purpose of this paper is to analyze the use of task-based teaching method and traditional teaching method in college English intensive reading teaching, and then compare the two, in order to find out a more scientific and effective college English intensive reading teaching methods.

I About the principles of traditional teaching method and task-based teaching method

Generally speaking, the theory of foreign language teaching in China has roughly gone through a process of change from the traditional ? Grammar? translation teaching method? to? Functional? conceptual teaching method? to? communicative pedagogy and then to the task-based approach. task-based pedagogy. The process.

Grammar? Translation pedagogy refers to the teaching of English texts through the interpretation and analysis of the mother tongue (Chinese) and the translation. This method can improve students' knowledge of grammar, reading, writing and translation and some skills to a certain extent, but it will correspondingly reduce the time and opportunity for teachers to develop students' practical language use.

? Function? Conceptual pedagogy is a branch of the grammar and translation pedagogy that flourished in Europe after the establishment of the European *** body in 1957. translation teaching method breaks down from a large branch?

The Communicative Approach utilizes an integrated approach that focuses on improving students' communicative skills. Cultivate students to improve their communicative skills, determine the learning objectives from the students' actual starting point, the teaching process of communicative. Later, the communicative method became the dominant school of foreign language teaching method in China.

Task-based language teaching method is a new development of the communicative method. The teaching method integrates language forms into ? The task-based language teaching method integrates language forms into task-based communicative activities. to develop students' language application skills. Task-based teaching method advocates the use of task-based teaching mode, so that learners through task-based communicative activities? In the process of learning the target. The task-based approach advocates the use of a task-based teaching model that allows learners to comprehend, use, output and interact in the process of learning the target language.

II Comparative Analysis on the Use of Traditional Teaching Methods and Task-based Teaching Methods in the Teaching of Intensive Reading in College English

At present, there are still many teachers who, for various reasons in the teaching of college English, such as in the process of teaching students to read and write in English, excessively adopt the traditional grammar? Translation method teaching mode, for the cultivation of comprehensive application of English is conducive to the use of communicative teaching method and task-based teaching method is not enough. The traditional grammar-translation method can certainly increase the students' learning ability. Translation method can certainly increase students' knowledge of grammar, reading, writing and translation and some skills, but to a certain extent, it reduces the time and opportunity to develop students' listening and speaking skills and even include students' real practical application of grammar, reading, writing and translation skills.

Task-based communicative activities use real-life language to accomplish tasks of practical significance. When students use the target language to understand and communicate, their attention should be focused on the meaning of the language, not on the form of the language. The goal of communicative activities is to solve problems of practical significance. In task-based teaching, teachers can ensure the accuracy and systematicity of learners' use of language by skillfully integrating certain language forms and contents (e.g., grammar, vocabulary, sentence patterns, parts of speech, etc.) into task-based communicative activities.

Three Advantages and Disadvantages of Traditional Teaching Methods and Task-Based Teaching Methods in College English Intensive Reading Teaching

First, grammar? Translation teaching method refers to teaching through the interpretation and analysis of English text by the native language (Chinese) and the way of translation. This method can improve students' knowledge of grammar, reading, writing and translation and some skills to a certain extent, but it will correspondingly reduce the time and opportunity for students' practical language use skills.

Teachers who use a functional? Conceptual Approach teachers not only introduce grammatical structures, but also focus on the use of themes, scenarios, functions and concepts (ideas) to enable students to achieve smooth communication with each other in the language, in order to develop students' ability to use the English language to communicate in real-life situations, but the simulated functions and scenarios are still different from the real-life language.

The communicative teaching method adopts comprehensive teaching methods, focuses on improving students' language communication skills, cultivating students' mastery of communication ability, determining learning objectives from students' actuality, and communicating the teaching process. Later, the communicative method became the dominant school of foreign language teaching method in China, but sometimes communication and interaction often seem to lack of systematicity and regularity, as if teachers and students are barely interacting with each other for the sake of communicative interaction.

Secondly, task-based communicative activities should use real life language to accomplish tasks of practical significance. When students use the target language to understand and communicate, their attention should be focused on the meaning of the language rather than the form of the language. The goal of communicative activities is to solve problems of practical significance. In task-based teaching, the teacher skillfully integrates certain language forms and contents (such as grammar, vocabulary, sentence patterns, parts of speech, etc.) into task-based communicative activities to ensure that the learners use the language accurately and systematically.

In addition, the author proposes ? Exploratory? task-based communicative activities. The author suggests that the task-based communicative activities should be added to the traditional text-based reading activities in college English intensive reading classes. Exploration and research to cultivate not only students' ability to use language, but also their ability to explore, research and solve practical problems by using language as a tool.

IV Conclusion

Compared with the traditional teaching method, task-based teaching method designs task-based communicative activities in order to develop students' exploratory and research-based learning strategies, promote the improvement of students' practical ability and creativity, and fully embodies the concept of teacher-guided and student-oriented quality education, which is showing its superiority more and more in English teaching.

References

[1] Li Lisheng. Theory and Practice of English New Curriculum Reform [M]. Kunming: Yunnan University Press, 2005

[2] Lin Li and Wang Zhijiang. The application of task-based learning in English teaching [M]. Beijing: Capital Normal University Press, 2005

[3] H. D. Brown Principles of Language Learning and Teaching[M]. Beijing: Foreign Language Teaching and Research Publishing House, 2002.2

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