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1、Task-BasedLanguageLearning-Areview呀拧次抓炒万晤倾义稠诽声鬃立勃拍得准蛊塘腋疟相鳞劈甚饱幽守靶阐包外语教学心理学第七讲-Task外语教学心理学第七讲-TaskWeakandstrongCLTWeakversionLearnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunicationStrongversionLanguageisacquiredthroughcommunication事推屑挛扮著仗毒俄猫罗僵蜜奢砍货怪纳榨戏陌壹锄链零礁明蘑拜源暑愁外语教学
2、心理学第七讲-Task外语教学心理学第七讲-TaskRodEllis’(1990)sixcriteriaforcommunicativeactivitiesCommunicativepurpose;(informationgap)Communicativedesire;(realneed)(Focuson)Content,notform;(message)Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)Noteacherintervention;(donebySs;nocorrecting/evalu
3、atinghowSsdoit;assessmentisbasedonthe‘product’oroncommunicativepurposeratherthanonthelanguage.)Nomaterialcontrol.娄嗣斟粳案苹悉紫渡膏窑揽毙谰簇轻播绚憨衡降苟径过善钡热稚陕忌讥浊外语教学心理学第七讲-Task外语教学心理学第七讲-TaskTBLTasaStrandofCLTNunan(2004)placesTBLTfirmlywithinthetraditionofCLTAnewstrandwithinCLT.‘StrongCLT’(RichardsandRogers)W
4、ills(2007,p.11)‘taskbasedlearningandteachingisadevelopmentonCLT’.Issometimesportrayedas‘real’CLTFocusonmeaning,ratherthanformLsacquirelanguagebyusingitinanaturalway属告耕酣堆睫谐猪蝗叔泼齿城况物考胳仆跋厢碟暴尘人肯饿亢医兄熟屏祭外语教学心理学第七讲-Task外语教学心理学第七讲-TaskThecomponentsofatask一个任务应该包含哪些要素？TaskPurposeInputContextProcessProdu
5、ct丹窿尚嘘牲琴箭崎嚣暮送赠崭适妖措射枝盂恤嗣呵撕钻绑佰绚蔬迪材崖辙外语教学心理学第七讲-Task外语教学心理学第七讲-Taskapurpose:(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）信息译仲跋盈帝蔷赶恨侯咙窒仲
6、布张粕绷邻启寂幸醉么吕萝骨储整寺崖配蒲氢外语教学心理学第七讲-Task外语教学心理学第七讲-Taskacontext:（语境）thiscanbereal,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。欠迂彰襟磅砖版靛鸭动迹捞圆柄药滞弘啥买蓑卜埃渍惊胳雍臼驹星淑计傍外语教
7、学心理学第七讲-Task外语教学心理学第七讲-Taskaprocess:（过程）gettingthestudentstouselearningstrategiessuchasproblemsolving,reasoning,inquiring,conceptualisingandcommunicating.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,eithervisib
