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任务型教学方法的研究
The Study of Task-based Teaching Method
Contents
Abstract………………………………………………………………………………….1
Key words……………………………………………………………………1
I. Introduction ……………………………………………………………...1
II. Definition and Advantages……………………………………………2
2.1 What is Task-based Language Teaching?……………………………….2
2.2 Definition of task …………………………………………………..3
2.3 The advantages of Task-based Language Teaching……………………..4
2.4 What makes task-based learning different？…………………………….5
2.4.1 Present Practice Produce (PPP)……………………………………5
2.4.2 The problems with PPP…………………………………………….5
2.4.3 A Task-based approach…………………………………………….5
2.4.4 Task-based learning has some clear advantages…………………….6
2.5 Tasks and Exercises……………………………………………………7
III. Task-based Language Teaching in Practice………………………..8
IV. Conclusion…………………………………………………………….10
References…………………………………………………………………11
摘 要: 基于任务型的教学方法, 新的教学思想认为，教师应该变知识传授为能力培养，在教学中刺激.促进学生的自我活动能力，使他们自己动脑.动手学习，从而使他们的智力得到发展，能力得到培养。task-based teaching keeps an important position in second language teaching because it fits well with Communicative Language Teaching, and it is gaining popularity in China. This article attempts to illustrate TBLT and the specific task designs in order to benefit from the valuable suggestions and principles of TBLT.
Key words: task task-based teaching teaching method
I. Introduction
Considering from the learners point of view, learning is most effective when they take an active role in the learning process and learners will successfully learn the rules from meaningful and practical contexts or tasks. So in 1980s, when people in increasing numbers began to question the outcome of the traditional language teaching methodology, it is not surprising that task-based language teaching (TBLT) emerged and has been becoming more and more popular in second language acquisition circles.
TBLT seems to remain an important position in second language teaching because it fits well with Communicative Language Teaching, the dominant paradigm in the field
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