By analyzing the traditional model of E-C （English-Chinese） translation teaching, this paper points out the shortcomings of this old model, and presents a brand-new task-based approach to E-C translation teaching wh...By analyzing the traditional model of E-C （English-Chinese） translation teaching, this paper points out the shortcomings of this old model, and presents a brand-new task-based approach to E-C translation teaching which takes contrastive linguistics as a base and threads with the concept of text translation.展开更多
This research used case study data to provide a picture of how school teachers in China are attempting to implement a task-based approach in language learning classrooms. Specifically, the task-based instruction as im...This research used case study data to provide a picture of how school teachers in China are attempting to implement a task-based approach in language learning classrooms. Specifically, the task-based instruction as implemented by four Chinese EFL teachers were investigated through classroom observations. An adapted version of the COLT (Communicative Orientation of Language Teaching) observation scheme was used for data collection. The finding of this research indicates that teachers and their beliefs towards TBLT are the key factor contributing to the implementation of TBA. Based on this significant finding, the researcher provides recommendations for the EFL teachers in China.展开更多
Based on the noticing function of output proposed by Swain(1985, 1995, 2000, 2005), this paper reports on a quasi-experimental study that investigated the effect of two types of output tasks (i.e., the guided essay-wr...Based on the noticing function of output proposed by Swain(1985, 1995, 2000, 2005), this paper reports on a quasi-experimental study that investigated the effect of two types of output tasks (i.e., the guided essay-writing task and the text-reconstruction task) on the acquisition of English past hypothetic conditional. The participants were 48 second-year English majors from a university in South China. The experimental group (n=24) wrote an essay after reading the writing prompt and reconstructed a passage...展开更多
With the development of cognitive psychology, the cognitive mechanism of learning transfer has recently become the focus in the general field of cognitive psychology. Based on the same theory, tasked based language te...With the development of cognitive psychology, the cognitive mechanism of learning transfer has recently become the focus in the general field of cognitive psychology. Based on the same theory, tasked based language teaching has become more and more popular. This thesis first analyzes the various factors which affect foreign language learning, then introduces some useful teaching strategies with an aim to help students get an efficient transfer of language knowledge and communicative competence in the context of tasked-based language teaching.展开更多
In view of a series of challenges since Task-Based Language Teaching(TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strateg...In view of a series of challenges since Task-Based Language Teaching(TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.展开更多
The paper reports the results of a field study which was carried out at the Language Centre of the University of Naples and originated in the observation that learning the Italian language was not perceived by ab init...The paper reports the results of a field study which was carried out at the Language Centre of the University of Naples and originated in the observation that learning the Italian language was not perceived by ab initio students as connected to their personal and academic experiences. The claim of this research is that a procedural syllabus based on texts and tasks facilitates both the acquisition of Italian as a foreign language and the integration of language and content. Each text proposed to the learners was accompanied and enhanced by pre-, while-, and production-tasks. A particular emphasis was assigned to noticing and attention management tasks in the pre and while phase Production tasks in a later phase favoured interlanguage development by combining representational structures with controlled attention. The method of the study was a combination of qualitative and quantitative approach at any stage. Measures for written production during the course and to assess final exams were： Holistic Rating （fluency and creativity）, Accuracy Ratios （intelligibility index and error index）, and Complexity Ratios （dependent and coordinate clauses per t-units ratio and re-elaboration of a model or text type）. At the final exams, Texts and tasks learners outperformed non-texts and tasks learners. In conclusion, an input related to personal and/or academic interests, to be processed through tasks, allowed learners a rapid interlanguage change and development展开更多
This paper explores the theoretical foundation o Task-driven Approach in teaching and learning an analyzes an application of this approach in a rea classroom teaching. From the teaching practice an interview the autho...This paper explores the theoretical foundation o Task-driven Approach in teaching and learning an analyzes an application of this approach in a rea classroom teaching. From the teaching practice an interview the author concludes that Task-drive Approach best characterizes the teaching principle o learner-centered, interest-focused, task-based an real-life-related.展开更多
As a new ideology, task-based instruction aims at achieving the balanced development of language. The paper reviews the origin, the development and the future of task-based instruction, with the aim of providing a cle...As a new ideology, task-based instruction aims at achieving the balanced development of language. The paper reviews the origin, the development and the future of task-based instruction, with the aim of providing a clear picture of tasks and task-based instruction and in the hope of removing doubts and suspicions and pointing out the problems faced by task-based instruction.展开更多
文摘By analyzing the traditional model of E-C （English-Chinese） translation teaching, this paper points out the shortcomings of this old model, and presents a brand-new task-based approach to E-C translation teaching which takes contrastive linguistics as a base and threads with the concept of text translation.
文摘This research used case study data to provide a picture of how school teachers in China are attempting to implement a task-based approach in language learning classrooms. Specifically, the task-based instruction as implemented by four Chinese EFL teachers were investigated through classroom observations. An adapted version of the COLT (Communicative Orientation of Language Teaching) observation scheme was used for data collection. The finding of this research indicates that teachers and their beliefs towards TBLT are the key factor contributing to the implementation of TBA. Based on this significant finding, the researcher provides recommendations for the EFL teachers in China.
文摘Based on the noticing function of output proposed by Swain(1985, 1995, 2000, 2005), this paper reports on a quasi-experimental study that investigated the effect of two types of output tasks (i.e., the guided essay-writing task and the text-reconstruction task) on the acquisition of English past hypothetic conditional. The participants were 48 second-year English majors from a university in South China. The experimental group (n=24) wrote an essay after reading the writing prompt and reconstructed a passage...
文摘With the development of cognitive psychology, the cognitive mechanism of learning transfer has recently become the focus in the general field of cognitive psychology. Based on the same theory, tasked based language teaching has become more and more popular. This thesis first analyzes the various factors which affect foreign language learning, then introduces some useful teaching strategies with an aim to help students get an efficient transfer of language knowledge and communicative competence in the context of tasked-based language teaching.
基金supported by the National Social Science Funding Project in China(16BYY080)。
文摘In view of a series of challenges since Task-Based Language Teaching(TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.
文摘The paper reports the results of a field study which was carried out at the Language Centre of the University of Naples and originated in the observation that learning the Italian language was not perceived by ab initio students as connected to their personal and academic experiences. The claim of this research is that a procedural syllabus based on texts and tasks facilitates both the acquisition of Italian as a foreign language and the integration of language and content. Each text proposed to the learners was accompanied and enhanced by pre-, while-, and production-tasks. A particular emphasis was assigned to noticing and attention management tasks in the pre and while phase Production tasks in a later phase favoured interlanguage development by combining representational structures with controlled attention. The method of the study was a combination of qualitative and quantitative approach at any stage. Measures for written production during the course and to assess final exams were： Holistic Rating （fluency and creativity）, Accuracy Ratios （intelligibility index and error index）, and Complexity Ratios （dependent and coordinate clauses per t-units ratio and re-elaboration of a model or text type）. At the final exams, Texts and tasks learners outperformed non-texts and tasks learners. In conclusion, an input related to personal and/or academic interests, to be processed through tasks, allowed learners a rapid interlanguage change and development
文摘This paper explores the theoretical foundation o Task-driven Approach in teaching and learning an analyzes an application of this approach in a rea classroom teaching. From the teaching practice an interview the author concludes that Task-drive Approach best characterizes the teaching principle o learner-centered, interest-focused, task-based an real-life-related.
文摘As a new ideology, task-based instruction aims at achieving the balanced development of language. The paper reviews the origin, the development and the future of task-based instruction, with the aim of providing a clear picture of tasks and task-based instruction and in the hope of removing doubts and suspicions and pointing out the problems faced by task-based instruction.
