论任务型语言学习的理论基础——《英语课程标准》任务型语言学习研究四题之一  

On Task-based Learning Rationale

作　　者：张思武[1] 

机构地区：[1]四川师范大学社科学报编辑部,成都610068

出　　处：《四川师范大学学报（社会科学版）》2007年第6期98-107,共10页Journal of Sichuan Normal University(Social Sciences Edition)

摘　　要：任务型语言学习的宗旨是以从事意义为手段便利二语/外语学习的自然发生,这种语言学习模式的应用是与第二语言习得研究的发展紧密地联系在一起的。该语言学习模式既保持自然性属性又具有应用语言学价值,能实现语言准确流利基础上的复杂,促使学习者的中间语系统越加接近目的语语法。任务型语言学习的理论基础源于应用语言学的第二语言习得理论,主要是其中的中间语理论、相互作用假设、输出假设、注意假设和语言处理双重系统原理,以及自然途径原理和程序大纲原理。第二语言习得理论的这些理论、假设、原理和机理共同为二语/外语学习自然发生提供了成套理由和逻辑基础,可以证明任务型语言学习理论的正当性。The purpose of TBL is to facilitate natural taking-place of second/foreign language learning by means of meaning-engagement, and the application of TBL model is closed associated with the development of SLA researches. TBL model is of both naturalness property and applied linguistics value, conducive to the realization of complexity based on both fluency and accuracy, and promoting the interlanguage development towards the target language grammar. The rationale of TBL derives from SLA theo- ries of applied linguistics, primarily from interlanguage theory, interaction hypothesis, out-put hypothesis, noticing hypothesis and dual-mode system, as well as natural approach and procedural syllabus. These theories, hypothesis, principles and mechanisms of SLA theories jointly contribute to a set of reasons and a logical basis for natural taking-place of second/foreign language learning and are the justification of TBL theory.

关 键 词：任务型语言学习 第二语言习得 普遍语法 中间语 相互作用假设 输出假设 注意假设 语言处理双重系统 程序大纲 

分 类 号：H319[语言文字—英语]