【文章內(nèi)容簡(jiǎn)介】 sk is an activity that learners engage in further the process of learning a language. ? Williams and Burden (1997) Why do we use TBLT? ? The tasks will engage students, challenge them, and allow for contingent interaction. According to Csikszetmihalyi (1993:xiv) ? They have concrete goals and manageable rules. ? They make it possible to adjust opportunities for action to our capacities. ? They provide clear information about how well we are doing. ? They screen out distractions and make concentration possible Meaning and form ? The meaning versus form (or fluency versus accuracy) debate is no longer a discriminating factor among teaching approaches because meaning and form are assumed to be essential for learning (., Long, 1991。 Long amp。 Robinson, 1998). A successful pedagogical task: ? (a) focuses students’ attention on the structure of the language by demonstrating that language form contributes to meaning, ? (b) motivates learners to heighten the plexity of the linguistic means they use to acplish task objectives. A successful task sequence leads learners to: ? (a) municate with limited resources, ? (b) bee aware of apparent limitations in their knowledge about linguistic structures that are necessary to convey the message appropriately and accurately, and finally, ? (c) look for alternatives to overe such limitations. Four dimensions of teaching and learning tasks represented by the “four eyes” ?involvement 參與 ?inquiry 探究 ?induction 歸納 ?incorporation 合作 The ponents of a task ? 目標(biāo) （ Goals） ? 信息輸入（ Input Data) ? 語言信息（ Verbal data） 如： a dialogue, reading passage, etc. ? 非語言信息（ Nonverbal data ） 如： picture, etc. ? 活動(dòng) （ Activities） 任務(wù)型語言教學(xué)的特點(diǎn) ? 1. 強(qiáng)調(diào)通過交流來學(xué)會(huì)交際 ? An emphasis on learning to municate through interaction in the target language. ? 2. 將真實(shí)的語言材料引入學(xué)習(xí)的環(huán)境 ? The introduction of authentic texts into the learning situation. 3. 關(guān)注語言的本身，也關(guān)注學(xué)習(xí)的過程 Provision of opportunities for learners to focus, not only on language, but also on the learning process itself. 4. 把學(xué)習(xí)者個(gè)人的經(jīng)歷作為課堂學(xué)習(xí)的重要因素 An enhancement of the learners’ own personal experiences as important contributing elements to classroom learning. 5. An attempt to link classroom language learning with language activation outside the classroom. 試圖把課內(nèi)的語言學(xué)習(xí)與社會(huì)的語言活動(dòng)結(jié)合起來 。 ( David Nunan 1991) Some characteristics of tasks ? Tasks are activities in which students work purposefully towards an objective ? The objective may be one that they have set for themselves or one which has been set by the teacher ? The objective may be language focused, . to discover a rule of grammar or plete an exercise, or contentfocused, . to carry out a project or reach a decision through discussion ? ? Task maybe carried out individually or ( more often) in groups ? Task may be carried out in petition with others or ( more often ) in collaboration ? The oute maybe something concrete (. a report ore presentation ) or something intangible ( . a agreement or the solution to a problem Three Pedagogical Goals for Taskbased Approaches ? Accuracy 準(zhǔn)確程度 ? Accuracy concerns how well language is produced in relation to the target language ? ? Complexity 綜合程度 ? Complexity concerns the elaboration or ambition of the language which is produced. How far do learners rely on prefabricated phrases and established routines, and how far do they need to expand their language resources to meet the municative challenge? ? Fluency 流利程度 ? Fluency concerns the learner?s capacity to produce language in real time without undue pausing or hesitation. It is likely to rely upon more lexicalized modes of munication, as the pressure of real time speech production are met only by avoiding excessive rulebased putation ? (skehan 1994) Principles: The authenticity principle 言語、情境真實(shí)性原則 ? The linguistic data that learners work with are authentic. ? The relationship between linguistic form and municative function are clear to the learner. 任務(wù)的設(shè)計(jì)要提供給學(xué)習(xí)者明確、真實(shí)的語言信息。學(xué)習(xí)者應(yīng)該清楚語言形式和語言功能之間的關(guān)系。使學(xué)習(xí)者在一種自然、真實(shí)或模擬真實(shí)的情境中體會(huì)語言、掌握語言的應(yīng)用。 The formfunction principle 形式 功能性原則 Teaching language in ways that make form and function relationships transparent 任務(wù)的設(shè)計(jì)注重形式和語言功能的結(jié)合。旨在使學(xué)習(xí)者掌握語言形式的同時(shí)，培養(yǎng)其自我把握語言功能的能力；每一階段任務(wù)的設(shè)計(jì)都具有一定的