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1、Task-BasedLanguageLearning-AreviewWeakandstrongCLTWeakversionLearnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunicationStrongversionLanguageisacquiredthroughcommunicationRodEllis’(1990)sixcriteriaforcommunicativeactivitiesCommunicativepurpose;(informationgap)Communic
2、ativedesire;(realneed)(Focuson)Content,notform;(message)Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)Noteacherintervention;(donebySs;nocorrecting/evaluatinghowSsdoit;assessmentisbasedonthe‘product’oroncommunicativepurposeratherthanonthelanguage.)Nomaterialcontrol.TBLTasaSt
3、randofCLTNunan(2004)placesTBLTfirmlywithinthetraditionofCLTAnewstrandwithinCLT.‘StrongCLT’(RichardsandRogers)Wills(2007,p.11)‘taskbasedlearningandteachingisadevelopmentonCLT’.Issometimesportrayedas‘real’CLTFocusonmeaning,ratherthanformLsacquirelanguagebyusingitinanaturalwayThecomponentsofatas
4、k一个任务应该包含哪些要素？TaskPurposeInputContextProcessProductapurpose:(目的)makingsurethestudentshaveareasonforundertakingthetask教师应该事先向学生介绍该任务的目的Inputdata：（输入数据）Inputdatacanbeverbal,e.g.adialogue,readingpassage,etc.ornon-verbal,e.g.apicture,adiagram,etc.包含言语（对话、短文等）或非言语（图片、图表等）信息acontext:（语境）thiscanbere
5、al,simulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocation,theparticipantsandtheirrelationship,thetime,andotherimportantfactors.任务应该在特定的语境下被实施，应当包含特定场所、时间、参与者间的关系等社会语言因素。aprocess:（过程）gettingthestudentstouselearningstrategiessuchasproblemsolving,reasoning,inquiring,conceptualisi
6、ngandcommunicating.在此过程中应激励学生运用推理、询问、交际等学习策略达成任务aproduct:（产出）therewillbesomeformofoutcome,eithervisible(awrittenplan,aplay,aletter,etc.)orinvisible(enjoyingastory,learningaboutanothercountry,etc.)任务产生的结果：可视（如书面计划、信件等）或非可视（欣赏故事、了解异国风情等）形式不是任务，是什么？Exercises,exercise-tasksandtasksTaskOne:Conside
7、rthefollowingsetsofinstructionsandtelltheirdifferences.SetAEvaluateasetofstatementsbydecidingwhethertheyare“true”or“false”.Studyawrittenpassageandcorrectthegrammaticalmistakes.Putsomequestionsandanswersintothecorrectsequencetomakeaconversatio
