Task-based-language-teaching任务型教学法

Task-BasedLanguageTeaching任务型语言教学DefinitionFeaturesThreestagesAdvantages&DisadvantagesCommentsDefinition•Itisanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.•FormalizedbyJ.Willis,itviewslearningasasetofcommunicativetasksinwhichcommunicationandinteractionareasimportantasaccuracyandfluency.TBLT’sDefinitionFeatures1.Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.2.Theintroductionofauthentictextsintothelearningsituation.3.Languageformshouldbeconsideredingeneralratherthaninsingleform.4.Thefourlanguageskillsareintegratedindoingtasks.(listening,speaking,readingandwriting)ThreeStages1.Pre-taskstage2.“Taskcycle”stage/While-taskstage3.“Languagefocus”stage/Post-taskstageT:introduceanddefineatopicS:learnnewwordsT:controltheprocessS:performthetaskT:collectfeedback,analyzeandcommentAbalancebetweenfluencyandaccuracy.Advantages:•Studentsaremoreinvolvedintheclass.•Itimprovesstudents’communicativeability.•Itisintrinsicallymotivating.Disadvantages:•Itmightweakentheinputandlanguageformpractice.•Itisconfinedtotheclasssizeandlimitedclasstime.•Itishardtoselectandsequencethetasks.CommentsWeshouldhaveaproperattitudetowardsTBLT.Consideringitsadvantagesanddisadvantagesmentionedbefore,weknowthatweshouldadaptTBLTtoourconcreteconditionsratherthancopyitmechanically.