A study on Task-based Language Teaching： From theory to practice  

作　　者：Siros Izadpanah 

机构地区：[1]English Department, Islamic Azad University of Zanjan Branch, Islamic 45139-76615, Iran

出　　处：《US-China Foreign Language》2010年第3期47-56,共10页美中外语（英文版）

摘　　要：The aim of this paper is to introduce Task-based Language Teaching （TBLT）, to carry out the method of TBLT in English classes and to create a real purpose for language use and provide a natural context for language study. Considering the principles of TBLT （i.e., authentic, learner-centered, using language, intentional and interactive）, it seems tasks as classroom undertakings that are intended to result in pragmatic language use. Tasks are a central component of TBLT in language classrooms because they provide a context that activates learning processes and promotes L2 learning. It is important to remember that TBLT is an approach rather than a method. It assumes that the teacher respects the students as individuals and wants them to succeed. It also acknowledges that motivation, attitudes to learning, students＇ beliefs, language anxiety and preferred learning styles, have more effect on learning than materials or methods. We therefore need to take these into account in classrooms, taking advantage of the opportunity TBLT gives teachers to promote a student-centered learning environment. Teacher-centered controls, threats, rewards and restrictions are not an effective means of stimulating learning, since no-one can be forced to learn. If we can instead stimulate a need to learn, and a desire to learn, based on unconditional respect and mutual trust, learning will take place in an enjoyable and facilitative way.

关 键 词：TASK TBLT TASK-BASED classroom practice 

分 类 号：H319[语言文字—英语] G451.6[文化科学—教育学]