评述任务型教学法在中国的运用

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1、AcloseexaminationofTask-basedlanguageteachingintheChinesecontext评述任务型教学法在中国的运用中国外语教育中心文秋芳Email:Wenqiufang@teach.bfsu.edu.cn1TopicstobeaddressedtodayGeneralViewsaboutTask-basedlanguageteaching(TBLT)inChina中国英语教学界对任务型教学法的普遍看法Mypersonalviewandexplanations我个人的看

2、法及理由SuggestionsabouttheadaptationofTBLTintheChinesecontext对任务型教学法在中国运用的建议2GeneralviewsaboutTBLTinChinaInnovative,effectiveTBLTrecommendedasaneffectiveteachingapproachforprimaryandsecondaryschoolsin“EnglishCourseGuidelines”issuedbyMinistryofEducationin20013G

3、eneralviewsaboutTBLTinChinaYueShouguo,2002,Anintroductiontotask-basedlanguageteachingApproach,ForeignLanguageTeachingandResearch,5:364-367.(任务语言教学法:概要、理据及运用）Huang,Yuanzheng,2003,TeachingandlearningthenewEnglishcourse,Fuzhou:FujianEducationPress.(新课程英语教和学）4Q

4、uestionIsTask-basedlanguageteachingimportabletoChina?5Sampson(1985)Noteachingmethodcanbevalue-freeandhencenoteachingmethodcanbeuniversallyapplicable.ExportinglanguageteachingmethodsfromCanadatoChinainForeignLanguageTeachingandResearch,1:44-51.6Mypersonalvie

5、wsInnovativebutnotnecessarilyeffectiveinChinaparticularlyforprimaryandsecondaryschoolstudentsAdaptableforbetteringELTinChinabutnotimportablewithoutanymodifications7Whyinnovative?Previousteachingapproaches(AL&CLT)Task-basedlanguageteachingSyllabus(Whattoteac

6、h)Linguisticcontent(structures/functionsornotions)TasksProcedures(Howtoteach)PresentationPracticeProductionPre-taskDuring-taskPost-task8Task-basedlanguageteaching(What)Treattasksasteachingunitsanddesignawholecoursearoundthetasks(Ellis,2003)9Prabhu’sview(cit

7、edbyEllis,2003)Itwasnecessarytoabandonthepre-selectionoflinguistictermsinanyformandinsteadspecifythecontentofteachingintermsofholisticunitsofcommunication,i.e.tasks.Inthisway,heclaimed,itwouldbepossibletoteach‘throughcommunication’ratherthan‘forcommunicatio

8、n’.10Whatisatask?Skehan(1996)Ataskis‘anactivityinwhich:meaningisprimary;thereissomesortofrelationshiptotherealworld;taskcompletionhassomepriority;andtheassessmentoftaskperformanceisintermsoftaskoutcome