辽宁省大石桥市新型农村社会养老保险改革及运行的问题与对策分析
1 Introduction
1.1 Background of the Research
After the Olympic Games were held successfully in Beijing, Chinese people have a top passion for sports and pay more attention to the sports than anytime in the history. Chinese sports have a more important position in the world than before, so sports play a more important role in China. Based on the statistics of Chinese General Sports Administration of 2009, more sports events are held in China. Each year, about 100 world sports games are held in China, such as the Olympic Games, the Asia Games, World University Games, and NBA and so on. One of the most obvious characteristic of these games is that English is the working language throughout these sports events. This situation promotes the need of persons who can translate for sports. Besides, these persons are also needed by sports foreign affairs. Sports foreign affairs refer to the job about contact and communicate with foreign countries on sports. If the workers haven’t a good language basis and can’t speak English fluently, then the meanings can’t be delivered exactly. Then, it will be difficult to contact and communicate with foreign countries further and our country can’t develop with other countries on sports together. This not only influences sports career, but also our country’s world position and some other factors. However, so far, the persons who can speak English well and understand the sports knowledge at the same time are not enough. So, these persons should be fostered immediately for our country. All of these need one kind of the person, interpreters for sports English. In China, the unique place which trains these translators is the Sports English major in college.
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1.2 Significance of the Research
The study on the application of Task-based teaching approach is meaningful. Firstly, although there are many studies about task-based teaching approach, few of them are done on sports English major students. So, this study will be hoped to make a little contribution to increase some studies on sports English. Second, according to the analysis of relationship between task-based teaching approach and learning effect, the results will offer some suggestions for sports English major teachers to change their teaching method. Thirdly, if the task-based teaching approach is illustrated effective for sports English major students, then it is helpful for the teachers of sports English majors who feel interested in this method. It will improve sports English major students’ learning effect. Finally, the development of sports industry needs the sports English major students, so the improvement of the learning effect is helpful to the development of sports career and sports industry.
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2 Literature Review
This chapter will review task-based teaching approach, including some ideas about task and task-based teaching approach, some theories about task-based teaching approach, and the study situation about task-based teaching approach at home and abroad.
2.1 The Overview of Task
The essential factor of task-based teaching approach is task. So, it is necessary to clarify some ideas about task before the introduction of task-based teaching approach.Task refers to all kinds of things in peoples’ work, life and study in normal meaning. The word of task is also a terminology which is widely used in foreign language teaching. Different researchers have different understanding for task. In a broad sense, the task can be regarded some activities in daily life. Long (1985:89) gave the definition of task from the angel of non-linguistic. He defined the task as a job that people do for themselves or others, freely or for some rewards, that is all kinds of things in daily life and work. Such as washing clothes, doing housework, buying necessary things in supermarket, finishing homework, going abroad for business affairs. Based on Long’s definition, task means various things that people do in everyday life. These tasks just mean things to be finished in real or social life, and they don’t have a directly relationship with classroom activities, which suggest that the purpose of language learning and teaching is to foster learners’ language competence and direct them to communicate with others by using target language.
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2.2 The Overview of Task-based Language Teaching
In this part, some important ideas of task-based teaching approach will be reviewed, including the definitions, the principles and implementation model of task-based teaching approach.Task-based teaching approach is a new teaching idea which was proposed based on a large amount of studies and practices. It is also a new development form of communicative teaching idea which regards task as the center and made language learners to organize and carry out second language by finishing the task which was designed before at the right time so as to achieve the goal of learning and using. According to task-based teaching approach, the relative ideas of language use was applied to specific implementation process so that the theory and practice could be combined together. This teaching method has the characteristics of actualization of language teaching and socialization of classroom.
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3 Methodology ....... 31
3.1 Research Design .......... 31
3.2 The Implementation Procedures of the Research ......... 33
3.3 A Teaching Sample ...... 34
3.4 Data Collection ..... 36
4 Results and Discussions .......... 38
4.1 Results of Research ..... 38
4.1.1 Results of Test ....... 38
4.1.2 Results of Questionnaires .......... 40
4.1.3 Results of Observation ........ 43
4.2 Discussion and Analysis of the Research ....... 44
4.2.1 Discussion and Analysis of the Tests ....... 44
4.2.2 Discussion and Analysis of the Questionnaires ..... 44
4.2.3 Discussion and Analysis of the Observation .......... 46
5 Conclusion .......... 48
5.1 Major Findings of the Research ....... 49
5.2 Implications of the Research ..... 49
5.3 Limitations of the Research ....... 51
5.4 Suggestions for Future Research ...... 52
4 Results and Discussions
This chapter will describes the results got from the empirical studies and discuss the results in detail clearly.
4.1 Results of Research
4.1.1 Results of Test
(1)Pre-test: the pre-test was intended to get to know the overall proficiency of Sports English of EC and CC before the whole experiment was carried out. From the below tables, we can see the overall proficiency of these two classes clearly and the condition of each part in the pre-test. Table 4.1 demonstrates the results of the two classes’ overall Sports English proficiency refers to students' numbers, average means, standard deviations (S.D.), values of T and P. While Table 4.2 demonstrate the details of statistics in each section of the pre-test. We can see from Table 4.1, students’ mean scores of Sports English are 64.85 and 64.54. Based on this result, we can see that there are no significant differences between the experimental class and the control class in terms of their proficiency.
Conclusion
Firstly, the major findings of the whole research and then conclusion of the practical implications for EFL would be discussed at this chapter. At last, some research limitations and suggestions of the research for the future will be described.Through a semester’s empirical study, the researcher applied the model of TBLT to sports English class, the conclusions of some major findings can be described as followings: 1. The model of TBLT is effective on stimulating students’ interest and fostering their motivation about sports English learning. It provides lots of chances to complete tasks which is the same with the ones in reality, which can stimulate students’ interest to learn by doing things. We all know that interest plays an important role for language study, while TBLT is just an effective method to achieve this objective. 2 The students have a positive attitude to task-based language teaching approach. In the class of TBLT, they are confident and enthusiastic to learn sports English, they would like to take part in activities and show themselves active. They will to do their best to complete a task successfully. Besides, they are more active for their self-learning and develop better learning strategies and study habits under the instruction of TBLT. 3. The TBLT model was proved an effective and more appropriate way to apply in sports English class and can improve students’ learning result and comprehensive language competence, especially at the aspect of reading and writing skills. As the researcher mentioned above, in EC, the teacher supplied a lot of chances for students to complete tasks related to the topic in each unit, which not only could make students familiar with the text well, but also improved their basic language skills.
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The reference (omitted)
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