本文把词汇教学放在口语课这一特定的课型中进行分析和研究，选取北京师范大学101-6班的学生作为实验对象，通过传统教学方法与任务型教学法的对比实验，考察两种不同的教学法对于词汇习得的有效性，以及任务型教学法是否比传统教学法在学生词汇学习方面具有更大的优势。 通过最后的词汇习得测试结果来看，任务型词汇教学和传统词汇教学在教学效果上并不存在明显差异。两种教学法各有优劣。如果从词汇习得的知识、理解、应用这三个层次来看，任务型教学法的优势在词汇的识记和理解上体现明显，而从语言实际表达和运用的精确度看，接受传统教学法的词汇学习效果要优于接受任务教学法的词汇学习效果。我们由此得到的教学启示是，任务型教学法可以而且应该被借鉴和应用到对外汉语词汇教学中来。但是任何一种教学法都不是尽善尽美的，我们在强调一种教学法的同时，并不能完全抛弃其它教学方法。在实际教学过程中，教师应综合各种教学法的合理成分，取长补短，灵活采用。 本文主要分五章来论述。 第一章从选题缘起入手，简要分析了我国对外汉语口语和词汇教学现状，指出词汇的重要性及教学法对于词汇学习的影响，确定了本文的研究范围、研究价值及基本思路。 第二章就国内外任务型教学法的主要理论和研究成果进行了回顾和总结。并且从教材词汇的处理、词汇练习的设计等方面入手，对对外汉语词汇教学方法做了具体分析。 第三章是有关不同教学方法与词汇学习效率相关性的实验。分实验设计和实施两大部分。在前一部分中，本研究的创新有两点：一是实验在同一个班进行，实验组和对照组为同一批被试。二是对课文难度进行了较为科学的量化分析。在后一部分中，具体介绍了笔者在本校101-6班学生中分别用任务教学法和传统教学法开展词汇教学的实验过程。提供了任务型词汇教学的课堂教学范例。 第四章以词汇测验的方式考察比较两种不同的词汇教学方法在学生词汇学习效果上的差异。介绍通过实验得出的结论及对词汇教学和教材编写的启示。 第五章对全文进行总结。

This paper addresses the problem in terms of oral Chinese class.We selects the Beijing Normal University 101-6 class of students to take the experimental object. The purpose of this study was to compare the quality of vocabulary learning between the traditional teaching method and task-based approaches on vocabulary teaching. Lastly the vocabulary learning testing result show that there are no obvious difference on vocabulary learning effect between the two methods. The superiority of task-based approaches displays in verbal memory and understanding while the traditional method in language expression precisions.The teacher should use each teaching method nimbly the reasonable ingredient,making up for one's deficiency by learning from others' strong points. The whole article can be divided into five parts. Chapter 1 has analyzed the importance of vocabulary teaching and it’s present situation, determined the research scope, research value and mentality. Chapter 2 has reviewed the developing history of the task-based approaches,discussed its core concepts,and also reviewed the vocabulary teaching. Chapter 3 is experimental design and implementation.In the first part, there are two innovation spots,one is the experimental group and the control group is tried same,the other is we did quantification analysis on text difficulty.In the second part,we introduced the expremental process and provided teaching classroom instruction model about task-based vocabulary teaching method. Chapter 4 examined whether there are distinct disparities between the two different methods by the vocabulary learning testing and then provided some suggestions on vocabulary learning and teaching material compilation. Chapter 5 summaried the whole text.