任务教学法--从理论到实践的探讨

Task-based language teaching: from theory to practice

本文首先描述和讨论了任务教学法的渊源、原则、心理基础和理念以及对第二语言习得的机理作用等理论问题，继而又对在教学实践中如何尝试性地运用任务教学法的理念和做法，对大学不同层次的英语教学对象进行教学实验的情况作了报告。文中强调了这一教学法的某些教学原则和理念，特别是其[能力培养型]和[自我调节]等概念。同时，还讨论了语言学习的社会性、课堂上的交互性活动、信息处理等对第二语言习得的促进作用。最后阐明，对于一种教学法，深刻理解和解读其理念胜于对其方法的生搬硬套。

Based on a discussion of theoretical issues related to task-based approach (TBA) or task-based language teaching (TBLT)， the article reports how TBA was applied in two specific English courses in a university in China. TBA is found to be originated from communicative approaches in the early 1980s. Its basic concept is similar to Vygotsky’s theory which sees mental development evolving within social interactions and which outlines three stages of [regulation] necessary for individual development， namely: object-regulation， otherregulation and self-regulation. The concept of [enabling] related to TBA coincides with the concept of [selfregulation] in Vygotsky’s theory， which has been taken as one of the psychological bases of TBA. As to how TBA or TBLT can promote second language acquisition， two ideas were discussed. They are [interaction] model， and information processing model. Based on the general idea of TBA， classroom teaching activities were designed and carried out with the guide of the 4 principles outlined by Skehan. After exploring TBA/TBLA from its theoretical aspects to practical application， one of the suggestions the writer puts forward， for teachers who feel lost in face of multiple teaching approaches， is that the understanding of the basic idea and concept of the approach is more essential than just copying the superficial methods.