摘要
The effects of a task-based learning （TBL） approach on learner progress in L2 public speaking are investigated through questionnaires, a case study, and student evaluations. The 34 completed questionnaires showed that all of the students made generic preparations for their first individual speech, but relevant and unique improvements for the second one. Speeches given in English by two Chinese undergraduate students in the same Public Speaking course were analyzed in detail to identify phonological improvements in accuracy and fluenc~ The paper concludes that task-based instruction supports learner-initiated learning opportunities outside the classroom, thus encouraging greater learner improvements.
本文通过问卷、案例分析及评估结果研究了任务教学法在演讲课程中促进二语学习起的作用。34份问卷结果显示所有学生准备第一次演讲时做了大致相同的准备。而准备第二次演讲时则根据教师及同辈评语进行了有针对性的改进。案例分析针对两位学生在语音准确和流利方面取得的进步做了调查。结论是任务教学法在帮助学生寻找课外学习机会方面起了较大作用,学习效果比较显著。
