论任务型语言学习与交际语言教学的本质区别——《英语课程标准》任务型语言学习研究四题之三  

On Essential Differences Between TBL and CLT

作　　者：张思武[1,2] 余海燕[2,3] 

机构地区：[1]四川师范大学社科学报编辑部,成都610068 [2]四川师范大学外国语学院,成都610068 [3]武夷山旅游职业专科学校,福建武夷山354300

出　　处：《四川师范大学学报（社会科学版）》2009年第5期136-144,共9页Journal of Sichuan Normal University(Social Sciences Edition)

摘　　要：不同的出发点和归宿决定了任务型语言学习与交际语言教学之间表现于"专注形式"和"忽视形式"的本质区别,任务途径原理的核心原则——"区别于专注形式的专注形式"可以全面地深层次阐释这一本质区别。交际能力理论以对语言本质的认识决定交际语言教学的内容,而认知学习理论以对学习本质的认识决定任务型语言学习的过程。前者的课堂活动是"规则型"的,追求语言运用实际状况的真实,其内容语言的运用和语言的运用规则就是其教学目的;后者的课堂活动是"非规则型"的,顺应语言习得普遍路径顺序的自然,其内容通过解决问题实现意义不是其学习目的而只是促使学习发生的手段。任务型语言学习课堂活动的目的是学习者的中介语发展。Different starting-points and destinations determine the essential differences between task-based learning and communicative language teaching, which is embodied in ＂focus on form＂ of TBL and ＂ignorance of form＂ of CLT and finds profound comprehensive interpretation in ＂a focus on form, as opposed to a focus on forms＂ -- the core principle of task-based approach. Communicative competence theory determines CLT content with its understanding of language essence, while cognitive learning theory determines TBL process with its understanding of learning essence. The content, use of language and rules of language use, of ＂rule-based＂ CLT classroom activities, which pursue the authenticity of practical situations of language use, is precisely its teaching end. The content, task implementation through problem-solving, of ＂non-rulebased＂ TBL classroom activities, which comply with the naturalness of language acquisition sequence of universal route, is not its learning end but its means to enable learning to occur. The end of TBL classroom activities is linguistic competence development of learners＇ interlanguage.

关 键 词：任务型语言学习 交际语言教学 语言能力 交际能力 自然性 真实性 专注形式 忽视形式 

分 类 号：H319[语言文字—英语]