任务及任务教学法的再认识

Task and Task-based Language Teaching Approach Revisited

任务教学法自 2 0世纪 80年代产生以来 ,影响既广泛且深远。对其利弊得失 ,存在着不少争议 ,难以形成共识。本文从批判审视的角度 ,探讨了任务及“任务教学法”的界定、大纲的设计、理论依据、主要特征及其面临的困境。在此基础上 ,分析了在实施过程中存在的问题 ,并提出了一些旨在引发同行进一步深入思考的建议。

Since its inception in the 1980s, task-based language teaching approach has produced wide spread and profound impact on second language education. However, it has also led to a number of controversies regarding its advantages and disadvantages. This article sets out to explore the following issues from a critical perspective: the definitions of task and task-based language teaching approach, the various approaches to syllabus design, the theoretical bases of these approaches and their principal features,and its existing dilemmas. After discussing the problems that may arise in the implementation of task-based language teaching approach, the authors offer some thought-provoking suggestions.