發(fā)布時(shí)間：2024-05-28 06:30

　　教材是課程設(shè)置中不可或缺的組成部分，而任務(wù)設(shè)置是教材的有機(jī)組成部分，其質(zhì)量對(duì)提高學(xué)生綜合語(yǔ)言水平，培養(yǎng)學(xué)生自主學(xué)習(xí)能力有著重要的作用。目前高職院校物流英語(yǔ)教材日益增多，但很少有專門針對(duì)物流英語(yǔ)教材的研究。本文從任務(wù)設(shè)置的角度出發(fā)，對(duì)高職高專物流專業(yè)英語(yǔ)教材《新職業(yè)英語(yǔ)·物流英語(yǔ)》（外研社版）的口語(yǔ)任務(wù)設(shè)置進(jìn)行評(píng)估研究，主要回答以下問(wèn)題： 1.基于Littlejohn的任務(wù)評(píng)估理論，《物流英語(yǔ)》教材中的口語(yǔ)任務(wù)設(shè)置有什么特點(diǎn)？ 2．《物流英語(yǔ)》教材中口語(yǔ)任務(wù)設(shè)置的主要優(yōu)點(diǎn)和缺點(diǎn)是什么？缺點(diǎn)存在的原因是什么？ 本文以Littlejohn（1998）對(duì)“任務(wù)”的詮釋及其任務(wù)分析表為分析框架，以問(wèn)卷調(diào)查和個(gè)人訪談為研究工具，對(duì)湖南現(xiàn)代物流職業(yè)技術(shù)學(xué)院的200名學(xué)生和7名英語(yǔ)教師進(jìn)行了問(wèn)卷調(diào)查和訪談，采用定性和定量研究相結(jié)合的方法。通過(guò)分析調(diào)查數(shù)據(jù)和對(duì)教材的口語(yǔ)任務(wù)設(shè)置的評(píng)估，得出如下研究發(fā)現(xiàn)與結(jié)果： 1．《物流英語(yǔ)》教材的口語(yǔ)任務(wù)設(shè)置的特點(diǎn)有：口語(yǔ)任務(wù)需要學(xué)習(xí)者主動(dòng)發(fā)起口語(yǔ)練習(xí)，并鼓勵(lì)合作學(xué)習(xí)；所有的主題都與物流行業(yè)最典型工作過(guò)程密切相關(guān)；但輸入和期望輸出的形式缺乏多樣性，很難提高學(xué)生興趣，激...

【文章頁(yè)數(shù)】：68 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Contents
List of Tables and Figures
Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Structure of This Thesis
Chapter 2 Literature review
    2.1 Littlejohn’s Task Evaluation Theory
    2.2 Previous Studies on Task Design and Evaluation
        2.2.1 Previous Studies of Task Design
        2.2.2 Previous Studies of Task Evaluation
        2.2.3 Previous Studies of Speaking Task Design
    2.3 Previous Studies of Logistics English Textbooks
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Selecting Target Coursebook and Defining Evaluating Criterion
        3.2.1 Selecting Target Coursebook
        3.2.2 Defining Evaluating Criterion
    3.3 Research Instruments and Subjects
        3.3.1 Questionnaires
        3.3.2 Interviews
        3.3.3 Subjects
    3.4 Research Procedure
    3.5 Data Collection and Analysis
        3.5.1 Data Collection
        3.5.2 Data Analysis
Chapter 4 Results and Discussion
    4.1 Features of Speaking Task Design in English for Logistics
        4.1.1 Results of Speaking Task Analysis
        4.1.2 Features of Speaking Task Design in English for Logistics
    4.2 Frequency Analysis of Teachers’ and Learners’ Opinions on the Speaking Task Design in English for Logistics
        4.2.1 Learners’ Evaluation Feedback
        4.2.2 Analysis of Teachers’ Perspective
        4.2.3 Summary
    4.3 Strengths and Problems of the Speaking Task Design in English for Logistics
        4.3.1 Strengths of the Speaking Task Design in English for Logistics
        4.3.2 Problems of the Speaking Task Design in English for Logistics
        4.3.3 Possible Reasons for the Problems
Conclusion
    Major Findings
    Implications
    Limitations of the Study and Suggestions for Future Studies
References
Appendix A 《新職業(yè)英語(yǔ)·物流英語(yǔ)》口語(yǔ)任務(wù)設(shè)置的學(xué)生調(diào)查表
Appendix B 《新職業(yè)英語(yǔ)·物流英語(yǔ)》口語(yǔ)任務(wù)設(shè)置教師訪談的問(wèn)題
Appendix C Task Evaluation Checklist
Appendix D 詳細(xì)中文摘要
Acknowledgements



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