任務(wù)型語言教學(xué)

內(nèi)容概要

David Nunan所著的《任務(wù)型語言教學(xué)》是1989年英國劍橋大學(xué)出版社出版的《交際課堂的任務(wù)設(shè)計(jì)》的全新版，是一部總結(jié)了過去20年來任務(wù)型語言教學(xué)的理論和實(shí)踐成果的最新學(xué)術(shù)專著。該書強(qiáng)調(diào)教師發(fā)展和培訓(xùn)的范式應(yīng)是“自下而上”而不是“自上而下”的。語言課程和大綱的設(shè)計(jì)應(yīng)該融入學(xué)習(xí)者的知識視域和生活經(jīng)歷。把學(xué)習(xí)者和教師的知識視域和經(jīng)歷帶人課程的有效途徑是任務(wù)。任務(wù)既是方法、內(nèi)容，也是課程。這是作者的一個很重要的教師發(fā)展觀和課程觀。 新版本在原來的基礎(chǔ)上增加了“任務(wù)型語言教學(xué)中任務(wù)和課程的其他要素之間的關(guān)系”，“任務(wù)型語言教學(xué)的實(shí)證研究基礎(chǔ)”，“任務(wù)型語言教學(xué)中的形式教學(xué)”，以及“任務(wù)型語言教學(xué)中的評價”四個章節(jié)，使這本書無論從理論上還是實(shí)踐上都更趨完善。作者從一個語言教育實(shí)踐者和教育理論研究者的角度，用通俗易懂的語言，由淺入深地細(xì)數(shù)任務(wù)型語言教學(xué)的發(fā)展歷程，與讀者探討任務(wù)型語言教學(xué)實(shí)踐中的關(guān)鍵問題，以及分析課程和教師發(fā)展之間的關(guān)系等。

書籍目錄

導(dǎo)讀AcknowledgementsIntroductionCHAPTER ONEWhat is task-based language teaching?Introduction and overviewDefining 'task'Broader curricular considerationCommunicative language teachingAlternative approaches to syllabus designExperiential learningPolicy and practiceLearner rolesConclusionReferencesCHAPTER TWOA framework for task-based language teachingIntroduction and overviewA task frameworkSyllabus design considerationsDeveloping units of workSeven principles for task-based language teachingConclusionReferencesCHAPTER THREETask componentsIntroduction and overviewGoalsInputProceduresTask typesTeacher and learner rolesSettingsConclusionReferencesCHAPTER FOURAn empirical basis for task-based languageteachingIntroduction and overviewEarly psycholinguistic modelsInteraction, output and the negotiation of meaningTask difficultyConclusionReferencesCHAPTER FIVEFocus on form in task-based language teachingIntroduction and overviewTheoretical and empirical issuesFocused versus unfocused tasksConsciousness-raising tasksProcedural languageThe place of a focus on form in an instructional sequenceFocus on form in the communicative classroomConclusionReferencesCHAPTER SIXGrading, sequencing and integrating tasksIntroduction and overviewGrading inputLearner factorsProcedural factorsTask continuityWithin-task sequencing: the information gapTopic-based/theme-based instructionContent-based instructionProject-based instructionConclusionReferencesCHAPTER SEVENAssessing task-based language teachingIntroduction and overviewKey concepts in assessmentThe purposes of assessmentSelf-assessmentTechniques for collecting assessment dataCriteria for assessing learner performanceConclusionReferencesCHAPTER EIGHTTasks and teacher developmentIntroduction and overviewThe self-directed teacherAn in-service workshopEvaluating tasksCreating tasksConclusionPostscriptReferencesAppendix AApproaches and methods- an overviewAppendix BA unit of work based on the six-step procedure presented in Chapter 2Appendix CA unit of work based on the task/exercise typology in Chapter 5Appendix DGraded activities for the four macroskillsAppendix ECommon reference levels: self-assessment gridGlossaryAuthor indexSubject index

章節(jié)摘錄

The purpose of the bookThis book began life as the second edition to Designing Tasks for the Communicative Classroom. The original volume was written in the mid-1980s, and was published in 1989. At that time, task-based language teaching was beginning to arouse attention. Although it was more than a distant prospect, it was far from a mainstream concept. As with the original book, this volume is aimed at practising teachers in ELT and applied linguists (teacher trainers, language planners, and materials writers), as well as teachers in preparation.When I began working on this volume, I quickly realized how far the field had come. It was brought home to me that I was embarking on the creation not of a second edition but of a completely new book, and that in consequence it deserved a new title.Recently, I completed a study into the impact on policies and practices of the emergence of English as a global language (Nunan 2002, 2003). Data were collected from a range of countries in the Asia-Pacific region including Japan, Vietnam, China (Hong Kong and Taiwan included), South Korea and Malaysia. In interviews with teachers, teacher educators and ministry officials, and from a study of curriculum guidelines and syllabuses, 'task based language teaching' emerged as a central concept. At the same time, I was involved in preparing a publication proposal for China on behalf of a commercial publisher. I was given a reasonable degree of latitude in putting the proposal together, but was informed that in order to be considered by the Ministry of Education it had to contain 'task- based language teaching' as its ruling rubric.These two anecdotes illustrate the extent to which the concept has moved to the centre ground, rhetorically at least. However, it still has a long way to go to become rooted in classroom practice. In workshops and seminars in different parts of the world, I am constantly asked by teachers, 'What is task-based language teaching, and how do I make it work?' This book is an attempt to answer both parts of that question. As with Designing Tasks, the purpose of the book is to provide teachers with a practical introduction to task-based language teaching along with the theoretical and empirical bases that support it.……

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