task-based language teaching 讲座 （吕荟）

 Introduction:

task-based language teaching in a nutshell

Ultimately,

all modern language courses aim to develop learners’ ability to use the target

language in teal a785bmunication.

   A task is an activity in which a person

engages in order to attain an objective, and which necessitates the use of

language. According to this definition, using language is a means to an end: by

understanding language input and by producing language output: by interacting

with other people in real life situations through the use of language, the goal

that learner has in mind can be (better) achieved.

 Since we focusing on instructed second

language acquisition in this volume, this brings us to the question of how

educational activities for the second language classroom should be designed,

sequenced and organized in order to facilitate second language learning.

 In sharp contrast, task-based syllabuses do

not chop up language into small pieces, but take holistic, functional and

a785bmunicative ‘tasks’, rather than any specific linguistic items, as the  basic unit for the design of educational

activity

 A number of definitions in Table 2 emphasize

or suggest that there should be a close link between the tasks performed by

learners in the language classroom and in the outside world.

Tasks for absolute beginners and

beyond: developing and sequencing tasks at basic proficiency levels.

Much

of the research on task-based language teaching (TBLT) focuses on highly

qualified students at intermediate stages of second language development

(Bygate et al.,2001; Ellis,2003)