1、The task-based approach 任务教学法作为交际法的一种发展形态，任务型教学法本质上仍旧属于交际法的范畴。其教学理念主要体现在如下几个方面(Ellis R. 2003 Task-based language Learning and Teaching. Oxford： Oxford University Press)：(1) 教学的根本目标是完成诸项语言任务。(2) 强调语言学习是一个从意义到形式、从功能到表达的过程，反对听说法对某种句型的反复机械操练。(3) 鼓励学习者创造性地运用语言进行交际。(4)完成语言任务的过程中，表达的流畅性重于表达的准确性。 As a new f
2、orm of development of communicative approach, task-based teaching method is still essentially belongs to the category of the communicative approach. Its Teaching idea mainly embodied in the following several aspects (Ellis, r. 2003 Task - -based language Learning and would. Oxford: Oxford University
3、 Press) :(1) the teaching of fundamental goal is to complete the language task.(2) the emphasis on language learning is a from meaning to form, from the function to express the process, method of opposition to hear some sentence patterns of repeated mechanical drill.(3) encourage learners to communi
4、cate creatively use the language.(4) to complete the task of language in the process, the accuracy of the expression of fluency is more important than.任务型教学法具有如下几个鲜明的特质：(一) 任务型课堂教学中的任务是一种现实性的交际活动。(二) 交际性互动是任务型教学的基本形式(三 )鼓励学生创造性地使用目的语表达思想。(四) 重视学习者个人经验，关注学习者的学习过程本身。Task-based teaching method has the
5、following several distinctive characteristics:(a) task of task-based classroom teaching is a practical communicative activities.(2) communicative interaction is the basic form of task-based teaching(3) encourage students to creatively use the target language to express ideas.(4) pay attention to lea
6、rners personal experience, focus on learners learning process itself.任务型教学法的局限性(一) 从语言结构教学到语言意义教学，等于从一个极端走向了另一个极端。(二) 任务型教学法过分强调流畅性，很大程度上背离了语言教学目标。(三) 任务型教学难以建立一个有效的课堂教学评估体系。(四 )适用范围有限。由于任务型教学的核心在于通过有意义的协商用语言完成交际任务，因此语言学习者必须具有一定的语言基础，否则无法通过有意义的协商完成交际任务The limitations of the task-based teaching metho
7、d(a) from the structure of language teaching to the significance of language teaching, going from one extreme to another extreme.(2) the task-based teaching method emphasize the fluency, largely deviated from the goal of language teaching.(3) the task-based teaching is difficult to establish an effe
8、ctive classroom teaching evaluation system.(4) the applicable scope is limited. Because the core of the task-based teaching is through meaningful consultation with language communication task, so language learners must have a certain language basis, otherwise unable to complete communication tasks t
9、hrough meaningful negotiation三、任务教学法的应用1教师明确任务 任务的设计是任务教学法的关键。根据本部分的内容，教师通过分析学生的现状和需要，确定本课的目标是使学生读懂和熟练地撰写英文建筑合同协议书，即教学任务为制作一份建筑工程合同协议书，并把这个任务从结构和文体两方面分解为如下几个具体而简单的小任务：明确英语建筑工程合同书通常由哪几部分组成。 明确每部分具体包含什么内容。 明确每部分具体格式是什么。 从用词、造句、时态、语态等方面分析英语建筑工程合同书的文体特点。 教师和学生都围绕如何完成具体的任务进行，教师思路清晰，学生学习目的明确，通过小任务的解决来完成大任
10、务。 2学生分析任务 这是一个在明确的教学任务指引下,学生主动探究摸索,独立自主寻求问题、发现问题、逐渐尝试完成任务的过程。在整个过程中，按照小组讨论 各组汇报 教师总结的模式，分两个层次进行。首先，引导学生根据已有的知识积累,以组为单位围绕第一个小任务 英语建筑工程合同书的组成部分开展讨论并把讨论结果向全班汇报，教师把各组汇报结果写在黑板上。从讨论的结果看，学生会讨论出英语建筑工程合同书比较显而易见的组成部分，比如，合同协议书上要有合同双方 业主和承包人、合同正文以及合同文字要清楚明白等。结果可能不完整，不过教师以鼓励为主，不要急于补充内容。3.the application of task
11、 teaching method1. The teacher clear tasksThe design of the task is the key to task teaching method. According to the content of this part, the teacher needs and analyzes the present situation of the students, to determine the goal of this course is to enable students to read and write skillfully En
12、glish construction contract agreement, namely the teaching task for a construction project contract agreement, and to bring the task from two aspects of structure and style is decomposed into several specific and simple task:(1) clear English construction engineering contract usually consists of whi
13、ch a few parts.(2) clear what each section contains specific content.(3) clear what each part of the specific format is.(4) from the words, sentences, tense, voice, etc, analyze stylistic features of English project contract.Teachers and students on how to carry out specific tasks, teachers think cl
14、early, students learning purpose, settled through small tasks to complete the task.2. Students analysis taskThis is a clear task under the guidance of teaching, students take the initiative to explore, to seek independent problem gradually, found the problem, the process of trying to complete the ta
15、sk. In the whole process, according to the group discussion, each group to report - teacher summarize the model, divided into two levels.First of all, on the basis of the existing knowledge accumulation, and guide students to set around the first small task - the English part of the construction pro
16、ject contract discussion and report the discussion results to the class, the teacher to each group to report the results to write on the blackboard. Seen from the result of the discussion, the students discuss the English part of the construction project contract is obvious, for example, should have
17、 on the contract agreement the parties to the contract, the owner and the contractor, contract text and text to understand. Results may not be complete, but the teacher give priority to in order to encourage, dont add content.主要特点其优点是：1. 完成多种多样的任务活动，有助于激发学生的学习兴趣。2. 在完成任务的过程中，将语言知识和语言技能结合起来，有助于培养学生综合
18、的语言运用能力。3. 促进学生积极参与语言交流活动，启发想像力和创造性思维，有利于发挥学生的主体性作用。4. 在任务型教学中有大量的小组或双人活动，每个人都有自己的任务要完成，可以更好地面向全体学生进行教学。5. 活动内容涉及面广，信息量大，有助于拓宽学生的知识面。6. 在活动中学习知识，培养人际交往、思考、决策和应变能力，有利于学生的全面发展。7. 在任务型教学活动中，在教师的启发下，每个学生都有独立思考、积极参与的机会，易于保持学习的积极性，养成良好的学习习惯，The main featuresIts advantage is:1. Complete a variety of activi
19、ties, help to stimulate students interest in learning.2. In the process of completing the task, and combine language knowledge and language skills, and help to cultivate students comprehensive language using ability.3. Promote students to actively participate in language communication activities, in
20、spire the imagination and creative thinking, to play a role of the students subjectivity.4. There are a lot of team in task-based teaching in pairs or activities that everyone has their own task to complete, can be better for the student to carry on the teaching.5. Content is broad, the large amount
21、 of information, help to broaden the students knowledge.6. In the activities of learning knowledge, cultivating interpersonal, thinking, decision-making and strain capacity, is conducive to the all-round development of students.7. In task-based teaching activities, the teacher inspired, each student
22、 has to think independently, actively participate in the opportunities, easy to maintain the enthusiasm of learning, develop good study habits（方法介绍 ）基本理念观点 任务型教学(Task-based Language Teaching)是指教师通过引导语言学习者在课堂上完成任务来进行的教学。这是 20 世纪 80 年代兴起的一种强调“在做中学”(learning by doing)的语言教学方法，是交际教学法的发展，在世界语言教育界引起了人们的广泛注
23、意。近年来，这种“ 用语言做事”(doing things with the language)的教学理论逐渐引入我国的基础英语课堂教学，是我国外语课程教学改革的一个走向。该理论认为：掌握语言大多是在活动中使用语言的结果，而不是单纯训练语言技能和学习语言知识的结果。在教学活动中，教师应当围绕特定的交际和语言项目，设计出具体的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，以达到学习和掌握语言的目的。任务型教学法是吸收了以往多种教学法的优点而形成的，它和其它的教学法并不排斥。Basic idea (method)Task-based Teaching (Task
24、 -based Language would) refers to the teachers by guide Language learners to complete the Task of Teaching in class. Rise since the 1980 s an emphasis on “doing high school“ (learning by doing) language teaching method, is the development of communicative teaching, language education has attracted w
25、idespread attention in the world. In recent years, the “to do things with words“ (doing things with the language) teaching theory gradually introducing the basis of English class teaching in our country, is one of Chinas foreign language teaching reform. The theory is that: the mastery of language i
26、s mostly used in activities as a result, rather than just the result of the training of language skills and language learning. In the teaching activities, teachers should revolve around a particular communication and language programs, design a specific and operational tasks, students through the ex
27、pression, communication, negotiation, explain and ask all sorts of language activity form to complete the task, such as to achieve the goal of learning and mastering the language. Task-based teaching method is to absorb the previous advantages formed by a variety of teaching methods, it and other te
28、aching method is not exclusive.基本要素（一）目标。（二）内容（三）程序。（四）输入材料。（五）教师和学习者的角色。（六）情景The basic elements of(a) the target.(2) content(3) the program.(4) input material.(5) the role of teachers and learners.(6). Scenario任务型教学法产生的背景分析任务型教学法原是英语交际教学法教学技巧之一。但持续时间都不长。20 世纪 80 年代外语教学研究者和第二语言习得研究者把研究的重心转移到了学习者的学习策
29、略及其认知过程领域。他们认为让学生通过完成任务来学习语言可以给学习者提供语言情景和学习语言的机会,促进学习的进程。根据他们的观点,语言学习不仅仅是给学生提供大量的可理解性输入,还要求学生完成学习任务, 传递有意义的信息,致力于自然的、有意义的交际。由于任务型教学法和交际教学法有着密切的联系,所以任务型教学法得到了第二语言习得理论家的支持,在应用语言学界受到了充分的关注。应用语言学家提出了“任务”的概念,并把“任务”作为任务型语言教学的核心, 提出把语言应用的基本理念转化为具有实践意义(任务)的课堂教学模式, 就是完成学习任务。任务的核心在于语言的意义而不是语言的形式, 任务的主旨是原自现实生活
30、或模拟的现实生活,而不是课本或书面材料中被简化了的语言,学习过程的成功与否在于任务完成的结果, 而不是完成任务的过程。Task-based teaching method to produce analysis of the backgroundTask-based teaching method is one of English communicative teaching skills. But neither of them has a long duration. In the 1980 s in foreign language teaching researchers and s
31、econd language acquisition researchers put research center of gravity shifted to the learners learning strategies and cognitive process. They think that let students complete the task by learning a language can give learners language situation and language learning opportunity, promote the process o
32、f learning. According to their point of view, not only in the language learningOnly is providing students with a lot of comprehensible input, also require students to complete learning tasks, meaningful message, committed to the natural, meaningful communication. Because of the task-based teaching m
33、ethod and communicative teaching has the close relation, so the task-based teaching method to get the support of second language acquisition theorists, in the application of linguistic received sufficient attention. Applied linguists, puts forward the concept of “task“, and “task“ as the core of the
34、 task-based language teaching, puts forward the basic idea of language application into practice significance (task) mode of classroom teaching, is to complete the study task. The task is at the heart of the meaning of the language rather than in the form of language,Task is the main idea of the ori
35、ginal from real life or simulation of real life, rather than textbooks or written material in simplified language, the success of the learning process is the result of the task to completeRather than the process of complete the task.任务型教学过程中存在的问题 目前我们大多数英语教师在使用任务型教学，但在使用任务型教 学中也存在着若干问题。 对任务型教学法的理解存在
36、着某些误区或是说理解得不够深刻，在实施过程中存在着一些不足；教师所设计的任务活动实际上就是语言操练；在课堂教学观摩过程中发现中学英语教师设计任务时缺乏整体性、系统性和连贯性；个别教师在教学过程中只设计一项学习任务；大部分教师只有在教学检查时才设计一两个任务以应付差事，而并没有真正将任务型教学法运用于课堂教学之中；农村中学英语教师任务型教学法不甚了解。1、大多数英语教师对任务型教学法了解甚少，他们对任务型教学法的课堂教学的组织与管理、任务的设计和具体操作还缺乏正确理解和足够的认识，进而导致教学理论与教学实践相脱离的现象。2、部分中学英语教师虽然对任务型教学法有一定的了解，也能够将其运用在自己的课
37、堂教学之中，但对其课堂教学的具体实施和操作过程了解得不够深刻，对任务设计的原则掌握得不够精细，从而导致了任务设计和课堂教学实施过程中一些问题的存在。 3、大家公认的任务型教学法难以实施的原因：(1)教材难度大；(2)目前中学英语课程测试还是以考查学生的英语知识掌握程度为主，因而多数教师宁愿以讲解为主；(3)任务型教学法对教师的素质要求高；(4)班容量大，难以实施任务型教学；(5)新教材中活动太多，活动时间难以保证。 4、教师的继续教育工作相对滞后也是不可忽视的原因之一。有关专家只是提出运用某一种教学理论，而如何将教学理论运用于英语教学实践之中，如何组织课堂教学，如何设计教学活动，如何处理学习材
38、料中的语言知识，如何进行学生学习成绩的评估和测试等具体方面，却没有明确的阐述和说明，从而导致了教师的茫然和无所适从。有些教师想尝试一下新的教学方法，却无从下手。那如何解决这些问题呢？1、明确教师在任务型课堂教学中的角色。在运用任务型教学法的过程中，教师的任务是选择话题，设计任务，呈现适合学生语言水平、促进学生语言有效发展的智力和语言方面的知识。用一句简单的话来说就是让学生通过做事来学习语言。 2、教师在设计任务活动时应遵循任务型教学法的原则，即：任务的目的性、结果性、可操作性、系统性以及任务的延伸性。3、对中学英语教师进行全员培训。人教社的工作人员配合各地教育部门，尤其是主管部门正在对中学英语
39、教师进行新课程标准、任务型教学法的培训工作，各地教研室的英语教研员也在对本地的英语教师进行轮训。但到目前为止，能够参加培训的教师只是少数，远远不能满足教学需要。教育行政主管部门应该高度重视中学英语教师的培训工作，各地教师进修学校、教研室等教育机构应该切实加强中学英语教师的教学理论和教学实践指导工作，对中学英语教师进行定期的、分期分批的理论知识和实践能力的培训工作，以便帮助英语教师了解英语教学理论和提高其将理论运用于教学实践的能力。 任务型教学法是一种切实可行的、有效的英语教学方法，它不仅适合于中学英语教学，也适用于各级、各层次、各类的英语教学，应该在我国英语教学领域进行推广。如何帮助英语教师转
40、变教学观念，接受新的教学思想，提高其英语教学理论水平，把英语教学理论真正运用到英语教学实践中去，有待广大英语教学研究者和教育工作者进行进一步的探索和研究。The problems existing in the task-based teaching processCurrently most of our English teachers in the use of task-based teaching, but also exists in the use of task-based teaching to learn some problems. Understanding of ta
41、sk-based teaching method exists some misunderstanding or say understand deep enough, there are some problems in the implementation process. Teachers design task activity is actually language practice; Found in middle school English teachers classroom teaching view in the process of design tasks lack
42、 integrity, systematic and consistency; Individual teachers in the teaching process design only a learning task. Most of the teachers only design in teaching check one or two tasks to cope with job, but dont really use task-based teaching method in classroom teaching; The rural middle school English
43、 teachers task-based teaching method dont know much.1, most English teachers knew little of task-based teaching methods, their classroom teaching of task-based teaching method of organization and management, task design and the understanding of the specific operation is the lack of a correct underst
44、anding and enough, leading to the teaching theory and teaching practice from the phenomenon.2. part of the middle school English teachers understanding of task-based teaching method has certain, can also apply it in their own classroom teaching, but the specific implementation and operation process
45、of classroom teaching to understand enough deep, on the principle of the design of the task master fine enough, leading to the design of the task and the existence of some problems in the process of classroom teaching.3, the cause of the generally accepted the task-based teaching method is difficult
46、 to implement: (1) the teaching material is difficult; (2) the current middle school English curriculum tests to examine students mastering knowledge of English is given priority to, so most of the teachers prefer to give priority to in order to explain; (3) the task-based teaching method of teacher
47、s quality are high; (4) class capacity is big, difficult to carry out task-based teaching; (5) activities in the new teaching material, activity time is difficult to guarantee.4, continuing education of teachers, work relative lag is also one of the reasons can not be ignored. Experts only use a cer
48、tain kind of teaching theory is put forward, and how to use teaching theory in English teaching practice, how to organize the classroom teaching, how to design the teaching activities, how to deal with the language knowledge of learning materials, how to evaluate students grades and test specific as
49、pects, but there is no clear and instructions, which leads to the teachers confused and disoriented. Some teachers want to try new teaching methods, but do not know how to start.That how to solve these problems?1, clear the role of the teacher in the task-based classroom teaching. In the process of the task-based approach, the teachers task is to choose the topics, design tasks, and is suitable for students language level, promoting the development of students language effective intelligence and knowledge of language. In a simple terms is to make students by
