英语教学研究方法.docVIP

学号： 070134110211 New Understanding on English Language Teaching Method Name: 黄思荧 Class 英语07- 2 Abstract: Task-based language teaching (TBLT) is a new teaching method. Task is a special term in language teaching and its different from language exercise. It has its specific features, forms and teaching steps. There are varieties of tasks in English teaching, but the focus of every task is on solving a communicative problem, which has some connections with a real world of learners lives and learning experience, and which can arouse learners interest and participation. The development of process of TBLT represents a change of focus a revolution in syllabus design. It starts from the learners needs and emphasizes learning language by doing things. The basic principles for task-based syllabus design are authenticity, form-function integration and task dependency. The aim of this paper is to introduce TBLT and it also seeks to carry out the method of TBLT in junior English classes. Keywords: task; task-bused; syllabus; task-based; Introduction Since 1980s when task-based instruction (TBI) has been called for in language teaching (Prabhu, 1987, Nunan 1989, Long and Crookes 1991), TBI has attracted to itself positive reception. Willis (1996) commented that “TBI is attractive…” Nunan, in his updated edition, “Task-Based Language Teaching”, asserted that TBI has now “moved to the centre ground” (2004, Pxiii). “The task-based approach has achieved something of the status of a new orthodoxy: teachers in a wide range of settings are being told by curriculum leaders that this is how they should teach, and publishers almost everywhere are describing their new textbooks as task-based” as Littlewood noted. However, TBI is not without critiques. Skehan admits that to date, TBI offers no viable framework for the pedagogic planning of communal language-classroom activity. Swan argues: “…I don’t believe that TBI can fulfill its claims” and raises questions o