任务型教学法 Task-based language teaching.pptVIP

Chapter 18 Task-Based Language Teaching Background Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching. It is presented as a logical development of CLT since it draws on several principles that formed part of the CLT movement from the 1980s. Eg: Activities that involve real communication are essential for language learning. Activities in which language is used for carrying out meaningful tasks promote learning. Language that is meaningful to the learner supports the learning process. Tasks are proposed as useful vehicles for applying these principles. Early applications of this approach in Malaysian and Bangalore Projects were short lived, but the role of tasks received further support from research of SLA, without much evidence of success in grammar-focused teaching activities. Engaging learners in task work provides a better context for the activation of learning processes than form-focused activities, and hence ultimately provides better opportunities for LL to take place LL is believed to depend on immersing ss not merely in “comprehensible input” but in tasks that require them to negotiate meaning and engage in naturalistic and meaningful communication. Because of its links to CLT methodology and support from SLA theorists, TBLT has gained considerable attention within applied linguistics, though there have been few large-scale practical applications of it and little documentation concerning its implications or effectiveness as a basis for syllabus design, materials development, and classroom teaching History 1950s: first appeared in the vocational training practices 1975: the Malaysian Communicational Syllabus 1985: the Bangalore Project (Prabhu) 1989: David Nunan offers his definition. 1980s: tasks as SLA research tools (Long and Crookes) 1996:Some of its proponents(e.g. Willis) present it as a logical development of CLT. 1998s:Feez come up the key assumpt