This article first ddresses the question of what tasks are.It suggests that rather than accept the common'communicative'definition,we should returm to a broader definition and then focus on key dimensions that...This article first ddresses the question of what tasks are.It suggests that rather than accept the common'communicative'definition,we should returm to a broader definition and then focus on key dimensions that distinguish(from the leamer's perspective)diferent types of task,notably degrees of task.involvement and degrees offocus on form or meaning.This approach helps us to conceptualize the complementary roles oform-focused and meaning-focused tasks in our methodology.It also shows the continuity between toask-based language teaching and the broader communicative approach within which it is a development.Finally the article asks whether'task-based approach'is reallyy the most appropriate term at all for describing these developments in language pedagogy.展开更多
Although these dimensions are presented in Figure 2 as if they were properties of the tasks themselves,it would be more exact to say that they are properties of the learners as they engage in the tasks.For example.eve...Although these dimensions are presented in Figure 2 as if they were properties of the tasks themselves,it would be more exact to say that they are properties of the learners as they engage in the tasks.For example.even though a teacher may plan and conduct a communicative language practice task with the intention of stimulating leamners to work with a balanced focus on form and meaning(centre top in the diagram),some learners may focus almost entirely on the forms they are attempting to produce(top left).whilst others may focus enti rely on getting their meanings across(top right).Some learners may lack involvement altogether,and be somewhere in the bottom section,towards the left or right,depending on how their limited amount of attention is distributed between form and meaning.展开更多
Group work has become a major component of the modern teacher’s methodology for developing communication skills.This paper will review some of the reasons for this.It will then consider some of the challenges present...Group work has become a major component of the modern teacher’s methodology for developing communication skills.This paper will review some of the reasons for this.It will then consider some of the challenges presented by communication-oriented group work,especially for teachers and students who are not yet accustomed to it.Finally it will consider some strategies that teachers can adopt in order to implement it successfully.展开更多
文摘This article first ddresses the question of what tasks are.It suggests that rather than accept the common'communicative'definition,we should returm to a broader definition and then focus on key dimensions that distinguish(from the leamer's perspective)diferent types of task,notably degrees of task.involvement and degrees offocus on form or meaning.This approach helps us to conceptualize the complementary roles oform-focused and meaning-focused tasks in our methodology.It also shows the continuity between toask-based language teaching and the broader communicative approach within which it is a development.Finally the article asks whether'task-based approach'is reallyy the most appropriate term at all for describing these developments in language pedagogy.
文摘Although these dimensions are presented in Figure 2 as if they were properties of the tasks themselves,it would be more exact to say that they are properties of the learners as they engage in the tasks.For example.even though a teacher may plan and conduct a communicative language practice task with the intention of stimulating leamners to work with a balanced focus on form and meaning(centre top in the diagram),some learners may focus almost entirely on the forms they are attempting to produce(top left).whilst others may focus enti rely on getting their meanings across(top right).Some learners may lack involvement altogether,and be somewhere in the bottom section,towards the left or right,depending on how their limited amount of attention is distributed between form and meaning.
文摘Group work has become a major component of the modern teacher’s methodology for developing communication skills.This paper will review some of the reasons for this.It will then consider some of the challenges presented by communication-oriented group work,especially for teachers and students who are not yet accustomed to it.Finally it will consider some strategies that teachers can adopt in order to implement it successfully.
