BY
ZHAO JUNXIAO
REGISTERED NO. 204092032
SCHOOL OF FOREIGN LANGUAGES
ZHEJIANG UNIVERSITY OF
SCIENCE AND TECHNOLOGY
JUNE, 2008
The Application of Task-based Language
Teaching under Network Environment
Abstract: Tasked-based teaching method, which was developed in 1980s, is a branch of Communicative teaching approach. Using this method, teacher can design specific and can-do tasks according to certain communicative language items. But how to use Tasked-based teaching method under network environment and what’s its advantage? My essay analyzes the result of experiment with task-based teaching method under network environment and give some suggestion in practice. We practice in two classes. The questionnaire shows that there are some vital reasons that are effective and helpful to both teachers and students. The aim in this dissertation is to arouse students’ interests in learning English and improve teaching methods in the teaching process.
Key Words: Task-based teaching method; network environment; English teaching
任务型教学法在网络环境下的应用
摘 要：任务型教学是交际语言教学理论在20世纪80年代发展出来的一种新兴的教学途径。在这种教学方式中，教师围绕特定的交际和语言项目，设计出明确、具体、可操作的任务。网络环境可以给英语教学带来丰富的资源。本文试图研究的是网络环境与任务型教学的契合点。但是如何在网络环境下使用任务型教学法，它的优势又在哪里？本文分析了以任务型教学法在网络环境下的实验为基础的数据来一一阐述，并且给出了一些建议。问卷调查中涉及到的一些原因非常重要，对教师以及学生都有很大的帮助。本文旨在提高学生学习英语的兴趣和帮助教师在教学过程中改进教学方法。
关键词：任务型教学法； 网络环境；英语教学
CONTENTS
Introduction 1
1. TBL and Network Environment 2
1.1 The Definition of TBL 2
1.2 The Definition of Network Environment 2
1.3 The Combination of Network Environment and Task-based Language Teaching. 2
2. The Application of TBL under Network Environment 5
2.1 The Application of TBL under Network Environment 5
2.2 The Analysis of Experiment Results 9
2.3 The Problem in Teaching Practice 11
2.4 The Necessity of Combination of Network Environment and Task-based Language Teaching 12
3. Conclusion 14
3.1 The Construction of TBL in Network Environment 14
3.2 Some Other Ideas of Construction of Task-based Language Teaching in Network Environment 15
3.3 Thinking about The Task-based Language Teaching in Network Environment 15
Bibliography 18
Introduction
Over decades of years many teachers use the task-based language teaching to teach students especially the English major. Task-based language teaching appeared in 1980s is a new kind of teaching method. It stresses that the students should learn the new knowledge in practice and we should establish a class in which the subject is students. It gives a real and natural learning environment, enhances the information’s input, and improves the language’s output. So the task-based language teaching helps the students to practice language in the process of finishing the task.
Now network teaching is universal in lots of universities and colleges. So it becomes more important that how to use the task-based language teaching in network teaching. The varies of the language information with the photos, words and voice could stimulate the eyes, ears, hands, mouth and brain of learners under the network teaching. At the same time, the learners need to look by eyes, listen by ears, talk by mouth, type by hands and think about the information by their brains. They could use this teaching to wake up the information hiding in the depth of brains. In the network teaching, it is very good to improve the learner to get knowledge of English and to keep it. If we could connect it with task-based language teaching, our English learner will obtain the knowledge of English easily.
The reason writing this paper is that we should find a better teaching method in class. Professor Chen Jie thinks that in the past we used the traditional teaching in colleges. But these kinds of methods did not consider the content, the object and the condition of learning and the students’ learning motive. The class became rigid and inflexible. Many students did learn nothing or little from their teachers. In the task-based language teaching, we know that we should practice student’s comprehensive language ability. This teaching method requests the teachers to give the students what they want. The research of task-based language teaching will give us an inspiration in language teaching. It improves the level of teaching.
1. TBL and Network Environment
1.1 The Definition of TBL
Accoding to the discussion of definition of task, we know as a form of communicative teaching, task-based instruction is characterized by “negotiation of meaning” and also “learner-learner” interaction.
Although the definition of task-based teaching is not fixed, according to Foster, it is defined as follows:
Share a common idea: giving learne
rs tasks to transact, rather than items to learn, provides an environment which best promotes the natural language learning process( Williams and R.Burden.1997).
Simply put, teachers are devoted to creating a communicative classroom by designing and use of activities or tasks where the students have a certain amount of voices in what to say or what to do. With regard to learners, they learn through tasks and take part in situations where they fulfill activities of different types.
1.2 The Definition of Network Environment
The relationship between network environment teaching and computer-assisted teaching: they all belong to modern teaching method with modern education technology. The network environment teaching is a part of computer-assisted teaching. On the one hand, because the network is a combination of computer, multimedia and communicate technology. On the other hand, an important function of network is to share the data and resource among different computers and users. So the network environment teaching is a part of multimedia computer-assisted teaching.
1.3 The Combination of Network Environment and Task-based Language Teaching.
Above all, we have known the definition of network and task-based language teaching. In this passage, we will talk about why we combine them. They have their own advantages and their combination will improve the quality of our class.
First, the advantages of TBL. Task-based language teaching stresses that the students should learn the new knowledge in practice and we should establish a class in which the subject is students. It gives a real and natural learning environment, enhances the information’s input, and improves the language’s output. So the task-based language teaching helps the students to practice, understand, and use the learning of language in the process of finishing the task. The task-based language teaching has three features. The first of all, it gives learners a series of speaking task. It requests them to finish the task in target language and to learn the language in the process of finishing task. Secondly it stresses to give students real information and activities, such as the passage on newspaper, notice, letter, and the program in broadcasting. The last but not least is that in the class student prefer to talk with their own opinions, but do not read the words on books(Skehan, P 1998). Task-based language teaching also has its advantages in class. Firstly, it attaches importance to the language communicative society with definite aim in the real class; it requires the students to master the real, useful, meaningful language by finishing the task. Students attend the activity in class with the full interest and passion, so the whole class is a very positive and useful process of study(HolecH 1981). And it suggests the teaching activity should be around the teachers’ teaching and make the students’ learning as subject. In the process of teaching, teachers are not the host or authority, but appear in the class as the leader, the advisor or the master. So students’ learning becomes a process of developing interests and improving abilities. The third, Task-based language teaching advocates a kind of learning method with experience, practice, attendance, research, communication and cooperation. Students know the language, use language, find problems and feel success through the task activity which teachers design it very careful.
Task-based language teaching shows that we must pay more attention on students. According to different students, it creates many kind of task activities. The student could get the aim of task with the cooperation and communication in their society. The process of study have many doubts, problems and understanding. They push our students to improve their ability of finding problems and solving problems. It will educate students’ sprit and attending consciousness with other maters. In the process of finishing task, students share the happiness, attain the accomplishment and realize their dreams. Many research tell that Task-based language teaching is a useful teaching method to educate students’ language ability.
Second, the advantages of network. Firstly, it makes individual learning possible. Language learners are variable, for example, their previous experience with language learning, proficiency in the foreign language, personal factors, language aptitude and motivation, cognitive styles and sociological preference. In the traditional setting, learners are treated in the same way(贾国栋 2003). But in the computer-assisted learning environment, learners can choose different contents and ways of learning according to their language proficiency, cognitive style and interests, but do not need to keep pace with others. Then, it makes discovery learning possible. Traditionally, teachers use didactic approach in their teaching. In the classroom, teachers deliver knowledge to learners,
and learners receive it. Learners are busy with taking notes to get high marks. This kind of teaching mode has been criticized. While discovery learning, or experiential learning encourages learners to learn, explore, and acquire knowledge by themselves, which not only enables learners to consolidate what they have learned, but also fosters their learning autonomy. Thirdly, it changes the traditional ways of presenting teaching materials. Traditionally, books are the major learning resources, but in the computer-assisted instruction environment, multimedia that integrated several media-text, audio, video and animation can highly stimulate learners’ senses so that they are motivated and more likely to engage in learning. Especially, when computer technology combines with internet, a large number of new and authentic materials are accessible, and learners are exposed to a real language environment, which will arouse their interest(苏培燕 2005). The last but not least, it provides a new way of interaction. When the computer is connected with internet, learners can communicate with people they never meet before and interact with their own teachers or classmates by sending E-mail and joining newsgroups. Also, the internet creates a channel for students to obtain a huge amount of human experience and guides students to enter the global community. In this way, students can not only extend their personal view, thought, and experience, but also learn to live in the real world(李翠白 2001).
In addition to many of the distinct features that are frequently associated with computers network learning system has its own features. They are as follows: information and resources can be accessed by anyone from anywhere at anytime which permits global accessibility. Because they do not have time and place restrictions, network environments help promote worldwide connectivity and collaboration. Updating, maintenance and management of information are easy as materials and users’ databases are stored at the server site.
In a word, the combination of TBL and network environment will improve our quality of teaching in theory. Now we make an experiment to prove that whether the combination of TBL and network environment will be a better teaching method.
2. The Application of TBL under Network Environment
2.1 The Application of TBL under Network Environment
I am always paying attention on the network teaching. I also make an experiment under network. We make many media lesson resources. By chance, I attach with work for task-based language teaching.
Under the support of management in CJ education, we take this experiment.
1. The aim of experiment
1) to explore if the TBL could attract our students’ interest.
2) to prove if the TBL could rise students’ attendance index.
3) to validate that through task-based language teaching under network, the progress students make on the English will be more than the students in simple task-based teaching.
2. The objection of experiment
China CJ Education NET is a training association which develops students in many fields. They have international-trade, language, tour and another course for students choosing.
In this time, we pick up two classes in training for New Concert III. They are divided as experiment class and ordinary class. Every class has 30 students and one uses task-based teaching under network. The other do not. Both of classes use the same book.
3. The contents of teaching
Our teacher picks up 20 lessons from New Concert III. They are as followed.
Lesson1 A Puma at large
Lesson2 Thirteen equals one
Lesson3 An unknown goddess
Lesson4 he double life of Alfred Bloggs
Lesson5 The facts
Lesson6 Smash-and-grab
Lesson7 Mutilated ladies
Lesson8 A famous monastery
Lesson9 Flying cat
Lesson10 The loss of the Titanic
Lesson 11 Not guilty
Lesson12 Life on a desert island
Lesson13 "It's only me"
Lesson14 A noble gangster
Lesson15 Fifty pence worth of trouble
Lesson16 Mary had a little lamb
Lesson17 The longest suspension
Lesson18 Electric currents in modern art
Lesson19 A very dear cat
Lesson20 Pioneer pilots
The process of teaching is that teacher give our students the main words and the task which she has designed. And when students finish reading, they will begin to complete the task.
4. The model of the task-based method in this experiment
The task-based method contends that doing is the best way to learn, while it also holds that the input from the teacher is important. Through the pre-experimental questionnaire, it is found that most of the students, who will take part in this experiment, are used to such an educational setting that teachers overtly controlled the activities of the group in a relatively formal manner, emphasize the memorization of grammatical rules and vocabulary, often via mechanical procedures such as repetition and rote learning, administer
frequent achievement tests, and generally require their students to maintain a passive and subordinate role. In light of the fact, this research makes some modifications on Nunan’s model of task-based language teaching(Nunan, D 2000). The content is replaced by the teacher’s lecture in order to strengthen the teacher’s control in class. The model of the task-based method in this experiment is shown in the following diagram.
The model of the task-based method in this experiment
Lecture
Goals Learning Evaluation
Doing
In this model, there are three factors: goal, learning, and evaluation, which is a feedback loop. Learning, the key factor in this model, includes two ways: one is the teacher’s lecture, and the other is doing. Through the lectures the students learn from the teacher. The teacher also employs some tasks in class to assist the students’ understanding of the lecture. The lecture and the task are developed in tandem so that the lecture can suggest the task and vice versa. Furthermore, the tasks after class are designed for the students. The completion of the tasks calls for students’ digestion of what they have learned and their cooperation with each other. Actually the tasks in class and the tasks after class are the students’ doing. By means of doing the tasks, the students apply their existing knowledge into practice, which helps them to self-assess whether their understanding is right or not, and also to turn what they have learned in class into their own knowledge. Doing contributes a lot to transform what the students get in class into a part of their own experience. Even the students obtain more outside-class knowledge. Evaluation follows learning, for two purposes. One is to evaluate the students’ completion of tasks, that is, the results of doing. The other is that the results of the evaluation can be fed back into the planning. It is obvious that the students learn not only from the teacher but also from doing. The circle goes continuously in this way.
5. The time of experiment
This experiment is from Feb. 2008 to May. 2008.
6. The device of experiment
1) network based device
2) computer
3) local net
When every class is over, there is always a word and summary quiz. It checks how many words or how much the students exactly get. It is also a way to validate that through task-base language teaching under network, the students make more progress than the students in simple task-based teaching.
Through 4 months teaching experiment, we get some results and data from questionnaire, scores and the class representation. In my questionnaire I designed 10 questions in total. Then we would make the following analysis to some important questions.
The result is as followed.
Table 1: The investigation of interest
Class Number of students Time Strongly satisfied Less satisfied Bad
Experiment 30 Ex-experiment 15 8 7
After-experiment 25 2 3
Ordinary 30 Ex-experiment 11 10 9
After-experiment 16 7 7
Table 2: The investigation of attention of the students in class
Class Number of students Students in attention rate
Experiment 30 28 93%
Ordinary 30 20 67%
Table 3: The score of quiz
Class Total amount of students Correct word Number of students Excellent rate
(above 40 words)
Experiment 30 Above 40 28 93%
Below 40 2
Ordinary 30 Above 40 13 43%
Below 40 17
2.2 The Analysis of Experiment Results
Table 1: The investigation of interest
Experiment Class Ordinary Class
In experiment class, the ex-interest of students is 50% and the after-interest enhance to 83%. The interest rate has added 33%.
In ordinary class, although the interest rate is also rising, the number is not bigger than experiment class. It is just 16%.
So, we can judge that there is an obvious relationship between the interest and teaching method. Under the network, when the teacher use the task-based English teaching, the interest of students improved.
We analyze the data in this table and we know that under network environment the task-based language teaching can fully attract student’s interest. The attention of students rises. In experiment class, the sleeping problem has been solved. Because the group is provided with many resource under network, whatever the book is, all student of experiment class attend in.
Experiment Class Ordinary Class
Because the English teaching under network environment provide a large number of original resources, it can motivate student’s interest. From the table, we find that the correct rate obviously rise in experiment class. There are 93% of students who have 40 correct words. On the contrary, the correct rate in ordinary class is low and the all-correct student is just two.
In the process of teaching, teacher provide many pictures and video to the students. They can see the real images and remember them immediately.
From the analysis, it is obvious that in teaching process the task-based teaching under network environment has more advan
tages. It can improve learning of students and enhance ability of students.
2.3 The Problem in Teaching Practice
The development of task-based language teaching has its special resource. In the English teaching, the sponsor of task-based is mainly from those counties where English is an official language. But the English teaching in China is foreign language teaching. There are some difference as followed:
1. the difference of learning culture
The first type of learning culture is input. The input learning gives priority to the knowledge. The other feature is that teacher plays the main part, which is deep in our minds. Besides there is the limitation of our language learning environment, and the national traditional culture is a major effect.
Compared with China, the western language learning is output. Learners attach importance to culture learning especially in language application. Let the learners own resources convert to effectiveness. The function of teacher is to use their knowledge to provide attraction and excitement. This attraction and excitement could make the coincidence of the learning in class and society action. Task-based language teaching is a typical example. Students can obtain and use the language knowledge in the process of finishing the task. It develops students’ listening, speaking, reading and writing. Also, the student get the ability of communication and cooperation.
2. the difference of learning aim
Second language learners have lived in the target language society. They want to master it immediately to solve many problems around them. The aim of learning English is to survive and live, such as to solve the fact living problems. Apparently, task-based teaching has paid full attention to the learners' purpose and demands, and it will help learners to apply the language to the actual communication problems from design and application.
The foreign learner is different. They are far away from the target language society. The main aim is to read English book, to get foreign information. Some investigation show that in China our student learn English for exams. They learn English as a tool. It is just a tool to win in a exam. So the motivation in our foreign learner is an outer instrumental motivation.
3. the difference of learning environment
As second language learners, usually they have a high-level native speaker teacher and many assistants in a good practice environment. The place where they learn second language has official society function. To learn second language is for joining in political and economic life. These environment is a natural. The foreign language learners have not.
In China there are short of English environment. Students can not learn English in natural environment. English is not official language in China and lacks society function. The aim is just to pass exams, but to join the life in which you must use English. Because of this special language environment, the output or contact of language is limited.
Above all, the writer thinks that we should know the difference between China’s foreign language learning environment and western second language environment. The task-based language teaching in China should catch its essence, not copy in form.
2.4 The Necessity of Combination of Network Environment and Task-based Language Teaching
1. Task-based language teaching is formed and developed under the second language teaching environment. But English teaching is foreign language teaching instead of second language teaching in China. The example which could be used in our foreign language teaching is little. Nowadays, in China the task-based language teaching is trying to combine with theory and practice, but it also has many problems in the application. And I also find that there are many misunderstanding in this field about these topics, such as task-flowage, task-extremeness and so on. Teachers design too many tasks to finish them in the process of teaching. Students feel intensive pressure. Enthusiasm of learning is lowered. Some teachers deviate the real situation. As the situation of our country, it is difficult to find a balance between the development of education and the economic. There are many difference among the teacher, the teaching condition, the English teaching requirement and the like. (Krashen,S.D. 1981)
2. Although the task-based language learning theory basis is from the second foreign language theory, it gives many enlightenment to foreign language teaching. Because both second foreign language learning and foreign language teaching lead a new kind language and the development of this language ability. In the process of foreign language teaching, we could use the theory and mode from the second foreign language learning to guide the foreign language teaching. It is useful to reform the method of foreign language teaching and to make a great progress in teaching quality. Firstly, the input. According to the theory
of second foreign language learning, the comprehensive language input is the key of language learning. This point is also useful to foreign language teaching. So how to provide a large of comprehensive language inputs to students in foreign teaching. It is a very important problem about success. In China, the class is a main way to give students those comprehensive language inputs. As the traditional English class which is around teacher stresses the comprehension, operation and explanation, it must ignore to let students feel and practice in language environment. The result is that the input of the comprehensive language became limited. If we want to give students more comprehensive language input from class, we must create more opportunities of using English for real communication. There is no doubt that the task-based language teaching under network environment can provide this kind of opportunity. The internet give students abundant images, words, voice and videos. They can attract students’ attention to improve the quality and quantity of language inputs. Secondly, the class environment in foreign language. According the theory of second foreign language learning, perfect foreign class should provide a learning environment like this: it can make students get more places and opportunity to use aim language directly. In this environment, students can process some meaningful communication and encourage themselves to solve problem. This kind of environment can make students focus on communication of information. On internet, there are lots of learning resources. When we are in class, students can avoid mother language’s interrupt through teacher’s guide and help. The network environment give students a deeper opportunity. Through the cooperation, task-based language teaching lets students’ self-study and co-study combine in one way and provides an opportunity of information communication. Both are all satisfy the need of perfect class.
3. Conclusion
3.1 The Construction of TBL in Network Environment
As researched before, the construction of task-based language teaching in network environment is successful. The network environment is a new teaching way, and combined with solutions of problems which will make the student be interested in English learning, and even grammar learning also will be the easier thing for student. The raising of the learning interest will make more and more student to join the teaching activity, and also will exploit their abilities.
The reason of improving the teaching effect and quality of this teaching method is as followed:
(1) This method uses internet to combine the modern teaching technology with English teaching method more effectively, in order to get more information and improve the information quality. Students can use this way to exploit and enhance the passion and interest of English learning and using.
(2) This method also uses task to make students use English more actively and creatively, meanwhile they will find and summarize the rules of language by the information changing and transferring. In this way, mastering also will help them to improve the ability of English language application.
(3) In this method, student is the main body of class teaching. The aim is to cultivate and exert the ability of analysis, creation and practicality, and final aim is to improve the comprehensive ability of students. All designations of this teaching mode can be used for reference for many other fields.
(4) This method can help to combine the advantages of modern teaching media with main point of language teaching. This teaching mode can exert the advantage of media, in order to optimize the construction of class teaching and improve the teaching quality.
3.2 Some Other Ideas of Construction of Task-based Language Teaching in Network Environment
Although these new way of teaching have a lot of advantage, still there are some problems we need to face and deal with.
(1) Actually old teaching method is not only simply of grammar translation. Most experienced teacher have their own ways of teaching, so in the same teaching situation, the environment of teaching have a bigger influence than teaching method.
(2) Also in this teaching method, still some student can not achieve their targets. The main reasons are the learning attitude and language learning base, so in this way we can see that a good teaching method can not solve all the problem of students’ learning. But our teaching need to face all the students, so non-top student teaching method still need some more researching to improve.
The task-based language teaching in network environment is not the mature teaching method, so it still needs more changing and improvement.
3.3 Thinking about The Task-based Language Teaching in Network Environment
1. role changing of teacher.
By all these reaches, we can realize that in the new task-based language teaching in network environment, teach
ers have a big change of the role they play. Under the task-based language teaching, teachers are required to cultivate teaching material and activity. As before teacher is a consumer of theory, but now they need to research and cultivate their own teaching theory. During the whole teaching period, teachers may have more work than before. But it is also a good way to make teachers to learn about that, and makes more challenges on teacher’s work in order to improve teacher’s ability and also help to improve the whole teaching quality(刘润清 2003). Teachers need to:
1) the teaching innovation
The prevailing of internet brings many changes to some basic teaching method. Nowadays, it is not sufficient only to consider the book to be the information resource. But net environment teaching is still a new topic, so not many teaching experiences can be used. So new method requires teacher spend more and more time on that teaching method than old method. If teacher still insist on the old teaching method, it not only stops the improvement of the student ability but also their own teaching ability. So it requires teachers to read more and combine theory with practice together to cultivate the new teaching method(王蔷 2002).
2) the ability of net teaching operation
Under the net environment, teachers must master the basic computer operation, such as office, outlook, and some other basic technology. As the common case, computer teachers can help them to solve the most problems of computer. But the English teacher is the designer of the net resources if they can not master these basic abilities, it will cost a lot of time during the class and can not also reach the teaching target.
2. role changing of student
To the student, they became the real main body of class. During all the teaching activity, they are all the active. They want to say something, and want to express something. So it is the most effective way to make them to get the knowledge point and also improve the language using ability. With the improvement of the student language using ability, student can express their opinions more actively. Especially in the team work, they can not only what they do is the excellent but also find the distance from other teams. This way will help them to have a strong team spirit, also a good help for them to learn other knowledge and have a passion to learn more.
Acknowledgements
I’m greatly indebted to my supervisor, Professor Meng Dong, who has offered me academic counsel, guidance and encouragement throughout my study. She dedicated close monitoring of work and made careful revision to my dissertation-The Application Of Task-based Teaching Method Under Network Environment. My supervisor also gave me a lot of precious suggestion for my survey. She has been very helpful for my questionnaire and research course.
Professor Meng is a nice person, whose concern for me extends beyond academics. Without careful guidance of my supervisor, my dissertation can not been completed smoothly. I would like to take this chance to express my sincere gratitude to Professor Meng Dong.
At the same time I would also like to appreciate my students of CJ net and my practice company----- cjcnedu.com, they gave me strong support and made indelible contribution to my dissertation.
It has been a great experience to study in Zhejiang University of Science and Technology, I enjoy the beautiful campus and love the nice teachers and students there.
Thank you very much!
Bibliography
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[2]. Krashen,S.D. Second Language Acquisition and Second Language Learning. Oxford, pergamon,1981.
[3]. Nunan, D,交际课堂的任务设计，外语教学与研究出版社，2000。
[4]. Skehan, P (1998). Acognitive Approach to Language Learning. Oxford: Oxford University Press.
[5]. Williams,M.& R.Burden.(1997) Psychology for Language Teachers: a Social Constructivist Approach. Cambridge Vniver- sity Press.
[6]. 贾国栋. 现代网络技术与大学英语教学模式改革[J].外语界，2003(6).
[7]. 苏培燕. 大学英语多媒体教学模式探讨[J].上海工程技术大学教育研究，2005(4).
[8]. 李翠白. 基于计算机的“教学设计”任务驱动式学习方法[J].中国电化教育，2001.
[9]. 王蔷. 英语教师行动研究[M],北京：外语教学与研究出版社，2002.
[10]. 刘润清. 中国高校外语教学现状与发展策略研究[M].上海：外语教学与研究出版社，2003.
学生的英语学习兴趣调查问卷
1. 你是否喜欢网络环境下的学习？
A: 不喜欢 B：还好 C：非常喜欢
2. 你是否喜欢平时上课的老师的教学模式？
A: 不喜欢 B：还好 C：非常喜欢
3. 你课前预习、课后复习英语吗？
A: 从不 B：偶尔 C：经常
4. 你听英语歌曲吗？
A: 从不 B：偶尔 C：经常
5. 你看电视里的英语节目吗？
A: 从不 B：偶尔 C：经常
6. 你看英语报刊吗？
A: 从不 B：偶尔 C：经常
7. 你看英语小说吗？
A: 从不 B：偶尔 C：经常
8. 你会就学习中遇到的问题请教老师或者与同学讨论吗？
A: 从不 B：偶尔 C：经常
9. 你对自己学好英语有信心吗？
A: 没有 B：不清楚 C：有
10. 你每天花在英语学习上的时间有多少？
A: 半小时 B：一小时 C：两小时
班级：__________ (必填) 姓名：___________ (可不填)
统计方法：
选A得“0”分，选B得“5”分，选C得“10”分。得分在80分以上的是“很喜欢” ，得分在50分-80分之间的是“比较喜欢” ，得分在50分以下的是“不喜欢” 。
注：发调查问卷120份，回收有效问卷120份。
