任务型语言教学中任务设计的理据研究

Rationales for Task Design in Task-based Language Teaching

《英语课程标准》倡导在英语课堂教学过程中实施任务型语言教学,培养学生的语言交际能力。该文通过对任务的难度分级和排序进行系统归纳总结,按照布鲁姆(Bloom)有关教育目标的三个维度,即认知、情感和心理动机,针对不同任务类型,依照认知发展的6个阶段,即知识、理解、应用、分析、综合、评价等设计任务,在英语课堂教学过程中有效地实施任务型语言教学。

English Curriculum Standards recommends implementing Task-based Language Teaching in EFL classroom, so as to foster learner＇s communicative competence. After a brief review of researches on task dimensions and difficulty in the process of task-basked language teaching, the present study suggests the hierarchic task design, according to S. Bloom＇s three dimension of education target, that is, the cognitive, affective and psychological, especially the cognitive taxonomy, including knowledge, comprehension, application, analysis, synthesis and evaluation stage, so as to implement task-basked language teaching better.