国内任务型语言教学／学习理论研究检讨--《英语课程标准》任务型语言学习研究四题之二  

Study of TBL/TBT Theoretic Research in China

作　　者：张思武[1] 

机构地区：[1]四川师范大学社科学报编辑部,外国语学院成都610068

出　　处：《四川师范大学学报（社会科学版）》2008年第2期59-67,共9页Journal of Sichuan Normal University(Social Sciences Edition)

摘　　要：国内关于任务型语言学习的讨论,多有对国外应用语言学权威论述的误读误解,认为任务型语言学习是交际语言教学的新形式和新发展,这对其读者构成了学术误导和学术陷阱。斯基汉和威里斯等对任务型语言学习的详尽的理论探讨,尤其是关于任务定义特征的"避免特定结构"、"不导向一致"和任务型语言指导原则的"专注形式",足以说明任务型语言学习与交际语言教学的区别是本质的,而它们的相似则是表面的。There exist in domestic discussions about task-based learning （TBL） quite a few misreadings and misinterpretations of foreign authoritative applied linguistic elaborations, which hold that TBL is a new form and new development of communicative approach, which in turn constitute academic misguidance and academic traps for their readers. The theoretical expounding on TBL by Skehan, Willis and others, especially that about ＂avoidance of specific structures＂ and ＂not conformity-oriented＂ of task definition and ＂a focus on form＂ of TBL instruction principles, are sound enough to support that the differences between TBL and CLT are essential and the similarities between the two are superficial.

关 键 词：任务型语言学习 任务型语言指导 交际语言教学 专注形式 避免特定结构 不导向一致 意识提升 

分 类 号：H319[语言文字—英语]