导　　师： 黄露阳

学科专业： 040102

授予学位： 硕士

作　　者： ;

机构地区： 广东外语外贸大学

摘　　要： 本研究采用个案研究方法，通过课堂观察和记录，描述两位对外汉语新手教师在初级口语课堂上实施“关注形式”任务的具体情况，再通过分析课堂录音及教师课外访谈的内容，了解了教师对任务的认知、对任务教学实践的评价以及影响教师实施任务的因素。 研究发现，虽然两位教师实施同一任务，但她们实施任务的环节以及用时存在着不同。教师对任务的认知与任务的定义基本一致，并认为任务有效性可以在教学实践中得到证明和提高。教师允许零起点的学生使用母语来理解任务指令，或解决认知和交际问题；教师提供负面证据帮助学生关注语言形式。教师面对的困难是把“形式焦点”植入“任务输入”、让学生同步、正确地理解任务指令、扮演课堂管理者和评价学生的口头汇报。影响教师实施任务的因素有任务本身设计和条件、教师对任务教学法的态度、教师同伴合作以及教学对象的情况。研究结果对对外汉语教学的启示是设计、实施和共享“关注形式”任务；对外汉语教师培训应注重把任务教学法理论与教学实践相结合；对外汉语口语教学模式参照支持型任务教学模式。 本研究是对外汉语教学实施任务的实地考察，是对任务教学法在对外汉语教学中应用和实践研究的补充。 This thesis uses qualitative case study data to explore how two novice TCSOL/(Teaching Chinese to Speakers of Other Languages/) teachers implement a form-focustask in their classrooms. It describes the task procedures in intact classes of OralChinese for the beginners based on the classroom observations and field notes.Analysis of the transcripts of record and the interviews data show the teachers’reinterpretations of the task, their attitude towards Task-based teaching and learning,and the factors in the implementation. The observations show that there are some differences in the task frameworks andthe time allocation although the same task is undertaken. The teachers’reinterpretations of the task are similar to the definition of task in TBLT literature. Theteachers regard the task as a holistic activity and the task efficiency can be improvedin practice. Learners are allowed to use their mother tongue or English to reduce thecognitive burden and to solve the linguistic problems. The teachers provide learnersthe negative evidence in order to facilitate them to notice the linguistic forms.Thechallenges for teachers to implement the tasks are identified: to seed the form focusinto the task input data, to ensure all learners to understand the task instructionscorrectly at the same pace, to perform the role of the classroom manager and tocomment on learners’ reports. The factors in the implementation of task-basedteaching and learning are the task design and its conditions, teachers’ attitude towardsTBLT, peers’ support for teachers, and learners’ contributions to the task. Theimplications for the TCSOL teaching and learning are discussed. More form-focusedtasks should be designed, implemented and shared. TCSOL teachers educationprogram should apply the TBLT theory into task implementation in intact class. Thetask-supported teaching and learning approach can be adapted in Speaking Course inTCSOL context. This case study is a fieldwork which fills the gap in the field of TBLTimplementation in TCSOL classroom.

关 键 词： 对外汉语教师 任务 任务教学法 关注形式

分 类 号： [H195.3]

领　　域： [语言文字]