过程写作与交际任务型教学:共性、差异与局限  

Pro W and CTBI: Similarities, differences and limitations

作　　者：尹广琴[1] 

机构地区：[1]安徽农业大学外国语学院,安徽合肥230036

出　　处：《淮南师范学院学报》2016年第2期138-144,共7页Journal of Huainan Normal University

摘　　要：过程写作(process writing)与交际任务型教学(communicative-task-based instruction)均旨在以促进自我表达的有效任务来激发学生的学习积极性,并将其作为语言课堂上发展L2能力的主要工具。尽管二者之间有一些明显的差异,但在诸如基本原则、运行情境、教学论理据以及实施步骤等方面也有诸多共性。二者也有诸多局限,既有其本身固有的,也有情境性的。二者均包含教师干预、学生自主、同伴互动、反馈应答等因素。逻辑上来说,教师干预或指导由多到少及学生主动权、自主性和同伴互动由少到多,是一个累进式的过程。Process writing （ProW） and communicative-task-based instruction （CTBI） both assume productive tasks that prompt self-expression to motivate students and as the principal engine for developing L2 proficiency in the language classroom. Besides this, Prow and CTBI have much else in common, despite some obvious differences. They have similar rationales, similar foils, similar justifications and comparable procedures. It is argued that they also have a number of limitations, both inherent and circumstantial. The inherent limitations largely reflect a lack of equilibrium between planning, teacher intervention and student initiative, while the circumstantial ones are due to their being hatched essentially for ESL instruction in privileged university contexts. The argument is that, logically, there should be a progression from more to less instructor intervention or support and from less to more student initiative, autonomy and peer interaction, thus including a broader spectrum of pedagogical options.

关 键 词：过程写作 交际任务型教学 共性 差异 局限 

分 类 号：G642.1[文化科学—高等教育学]