任务型语言教学中“任务”的定义及其教学原则

The Definitions and Teaching Principle of “Task” in Task-Based Language Teaching

摘要: 上世纪八十年代初西方英语教育界出现了一种新的教学理念——任务型语言教学法，由于该方法强调在运用中习得语言，因此在语言教学中颇受欢迎。国内对任务型语言教学法的研究开始于上世纪末，目前还处于初始阶段。经过十几年的发展，该教学法引起了一些国内二语教育界教师的注意，也有很多教师尝试在二语课堂上采用任务型教学法进行教学，但由于对任务的定义及其教学原则了解得不透彻，使得很多任务型教学课堂流于形式。鉴于此，本文在大量阅读相关文献的基础上，梳理了任务型教学法的历史发展、各家对任务的定义及任务型教学法的教学原则。希望从根本上掌握任务型教学法的精髓，以期更多教师能正确广泛地应用该教学法，促进课堂教学效果。

Abstract: In the early 1980s, a new teaching concept—task-based language teaching method (TBLT) appeared in western English education circle. This new teaching method was very popular in second language teaching field because of its emphasis on acquiring language in application. The research of TBLT in China started at the end of last century and is still in the initial stage. After more than ten years of development, the teaching method has attracted the attention of some teachers in the second language education circle in China, and many teachers have tried to adopt this method in the second language class. However, due to the lack of understanding of the definition of tasks and the teaching principles of this new method, many task-based teaching classes have become a mere formality. In view of this, this paper, on the basis of reading a large number of relevant literature, sorted out the historical development of TBLT, different scholars’ definitions of tasks, and the teaching principles of TBLT, and hopes to master the essence of task-based teaching method fundamentally to help more teachers to apply the teaching method into class correctly and more widely so as to promote the classroom teaching effect.