任务型外语学习研究的现状与思考  

On the Current State and Consideration of Task-Based Foreign Language Learning

作　　者：程可拉[1] 

机构地区：[1]湛江师范学院外国语学院,广东湛江524048

出　　处：《湛江师范学院学报》2009年第4期34-38,共5页Journal of Zhanjiang Normal College

基　　金：全国教育科学"十五"规划重点课题(编号:DAA030074)

摘　　要：从整体上来看,国外任务型外语学习与教学研究已从单一走向多元。勃雷泊提出了任务型教学的基本框架,随后人们对任务型学习进行了多维的研究,涉及到任务的各个层面,包括任务的界定、任务的选择标准、任务的排列、任务型教学的模式、情感与任务、认知与任务、交际与任务,研究已进入了成熟阶段,并且开始涉足社会文化领域。国内任务型外语教学的研究还处于起步阶段,没有形成自己的一套理论。任务型学习应该是一种开放的、弹性的、动态的学习模式,在具体实践中应该有不同的变体,应该根据本土的实际情况,设计出具有自己特色的任务型学习模式。As a whole, the studies of task-based FL learning abroad have developed from single approaches to multiple approaches. The basic framework of task-based FL learning was put forward by Prabhu. Later, muhi-studies were carried out on task-based FL learning, concerning with definition of task, standard of task selection, arrangement of task, model of task-based teaching, affection and task, cognition and task, communication and task. Now, the studies have entered the mature stage, dealing with social culture aspects. In China,the studies of task-based FL learning are just in the initial stage, without establishing our own theoretical framework. In fact, the task based FL learning is an open, flexible, dynamic model. Therefore, we should design task-based FL learning according to our own situations.

关 键 词：任务型 外语学习 认知 社会文化观 

分 类 号：H319.3[语言文字—英语]