任务型教学法介绍

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1、BackgroundofTask-BasedLanguageTeaching任务型语言教学的背景I.WhatisTBLT?1)Anapproachbasedontheuseoftasks.2)AfurtherdevelopmentofCLT（CommunicativeLanguageTeaching）.Task-basedLanguageTeaching(TBLT)referstoanapproachbasedontheuseoftasksasthecoreunitofinstructioninlanguage.1.1SomedefinitionsofTBLT任务型教学就是以具

2、体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式（而不是以测试的分数）来体现教学的成就。—陈琳王蔷程晓堂（2002：104-105）所谓任务型语言教学，其核心思想就是要模拟人们在社会、学校生活中人们运用语言所从事的各类活动，把语言教学与学习者在今后的日常生活中的语言应用结合起来。—转引自张琳琳（2004）II.TheOriginofTBLTTwoearlyapplicationsofTBLT:MalaysianCommunicationalSyllabusBangaloreProjectBackground:TESLTime:1979Palace:B

3、angaloer,IndiaPerson:N.S.PrabhuTeachingresource:Teachingmaterialandteachingaid2.1BangaloreProjectMethods:①Firstschoolyear:completestory,imitate(roleplayanddramarecompose),games②Latterschoolyears:‘Task’---pre-task,taskcycle,result2.1BangaloreProject——翻译转引自尹世寅（2011）Ⅲ.LatterdevelopmentLinkstoCL

4、TSupportfromprominentSLAtheoristsTBLThasgainedconsiderableattentionwithinappliedlinguistics.Ⅳ.Whatisatask?Findingasolutiontoapuzzle,Readingamap,Givingdirections,Makingaphonecall,Writingaletter,Readingasetofinstructions,Findingastreetdestination,etc.Whatpeopledoineverydaylife:TASKSAtaskisapie

5、ceofworkundertakenforoneselforforothers,freelyorforsomereward.Itismeantwhatpeopledoineverydaylife,atwork,atplay,andinbetween.(Long1985:89)任务是人们在日常生活中所从事的有目的的活动。SomeDefinitionsofTaskAtaskisanactivityoractionwhichiscarriedoutastheresultofprocessingorunderstandinglanguage(i.e.asaresponse).(Rich

6、ards,PlattandWeber1986:289)任务=人们在学习、理解、体会语言之后所开展的活动。Clark,ScarinoandBrownell(1994:40):ApurposeAcontextAprocessAproductD.Nunan(1989:11):GoalInputActivitiesTeacherroleandlearnerrolesettings3.1ComponentsofataskTASKPURPOSECONTEXTPROCESSOUTCOMEMEANINGCOMMUNICATIVEAUTHENICITYThankyou!