任务型语言教学

章节摘录

The purpose of the bookThis book began life as the second edition to Designing Tasks for the Communicative Classroom. The original volume was written in the mid-1980s, and was published in 1989. At that time, task-based language teaching was beginning to arouse attention. Although it was more than a distant prospect, it was far from a mainstream concept. As with the original book, this volume is aimed at practising teachers in ELT and applied linguists (teacher trainers, language planners, and materials writers), as well as teachers in preparation.When I began working on this volume, I quickly realized how far the field had come. It was brought home to me that I was embarking on the creation not of a second edition but of a completely new book, and that in consequence it deserved a new title.Recently, I completed a study into the impact on policies and practices of the emergence of English as a global language (Nunan 2002, 2003). Data were collected from a range of countries in the Asia-Pacific region including Japan, Vietnam, China (Hong Kong and Taiwan included), South Korea and Malaysia. In interviews with teachers, teacher educators and ministry officials, and from a study of curriculum guidelines and syllabuses, 'task based language teaching' emerged as a central concept. At the same time, I was involved in preparing a publication proposal for China on behalf of a commercial publisher. I was given a reasonable degree of latitude in putting the proposal together, but was informed that in order to be considered by the Ministry of Education it had to contain 'task- based language teaching' as its ruling rubric.These two anecdotes illustrate the extent to which the concept has moved to the centre ground, rhetorically at least. However, it still has a long way to go to become rooted in classroom practice. In workshops and seminars in different parts of the world, I am constantly asked by teachers, 'What is task-based language teaching, and how do I make it work?' This book is an attempt to answer both parts of that question. As with Designing Tasks, the purpose of the book is to provide teachers with a practical introduction to task-based language teaching along with the theoretical and empirical bases that support it.……

书籍目录

导读AcknowledgementsIntroductionCHAPTER ONE  What is task-based language teaching?  Introduction and overview  Defining 'task'  Broader curricular consideration  Communicative language teaching  Alternative approaches to syllabus design  Experiential learning  Policy and practice  Learner roles  Conclusion  ReferencesCHAPTER TWO  A framework for task-based language teaching  Introduction and overview  A task framework  Syllabus design considerations  Developing units of work  Seven principles for task-based language teaching  Conclusion  ReferencesCHAPTER THREE  Task components  Introduction and overview  Goals  Input  Procedures  Task types  Teacher and learner roles  Settings  Conclusion  ReferencesCHAPTER FOUR  An empirical basis for task-based language  teaching  Introduction and overview  Early psycholinguistic models  Interaction, output and the negotiation of meaning  Task difficulty  Conclusion  ReferencesCHAPTER FIVE  Focus on form in task-based language teaching  Introduction and overview  Theoretical and empirical issues  Focused versus unfocused tasks  Consciousness-raising tasks  Procedural language  The place of a focus on form in an instructional sequence  Focus on form in the communicative classroom  Conclusion  ReferencesCHAPTER SIX  Grading, sequencing and integrating tasks  Introduction and overview  Grading input  Learner factors  Procedural factors  Task continuity  Within-task sequencing: the information gap  Topic-based/theme-based instruction  Content-based instruction  Project-based instruction  Conclusion  ReferencesCHAPTER SEVEN  Assessing task-based language teaching  Introduction and overview  Key concepts in assessment  The purposes of assessment  Self-assessment  Techniques for collecting assessment data  Criteria for assessing learner performance  Conclusion  ReferencesCHAPTER EIGHT  Tasks and teacher development  Introduction and overview  The self-directed teacher  An in-service workshop  Evaluating tasks  Creating tasks  Conclusion  Postscript  ReferencesAppendix A  Approaches and methods- an overviewAppendix B  A unit of work based on the six-step procedure presented in Chapter 2Appendix C  A unit of work based on the task/exercise typology in Chapter 5Appendix D  Graded activities for the four macroskillsAppendix E  Common reference levels: self-assessment gridGlossaryAuthor indexSubject index

作者简介

《任务型语言教学》从英语语言教学的理论和实践两个层面，为英语教师的教学实践提供理论指导，并为英语教师的在职教育和终生职业发展提供丰富的资源；供在职英语教师和英语语言教学研究者，尤其是英语教育专业的研究生学习使用。

“剑桥英语教师丛书”精选自剑桥大学出版社出版的英语教师教育领域的力作，并由国内英语教育界专家、学者撰写导读。

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