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出版社:外语教研
出版日期:2011-1
ISBN:9787513505178
作者:(澳)纽南
页数:222页
作者简介
《任务型语言教学》从英语语言教学的理论和实践两个层面,为英语教师的教学实践提供理论指导,并为英语教师的在职教育和终生职业发展提供丰富的资源;供在职英语教师和英语语言教学研究者,尤其是英语教育专业的研究生学习使用。
“剑桥英语教师丛书”精选自剑桥大学出版社出版的英语教师教育领域的力作,并由国内英语教育界专家、学者撰写导读。
书籍目录
导读AcknowledgementsIntroductionCHAPTER ONE What is task-based language teaching? Introduction and overview Defining 'task' Broader curricular consideration Communicative language teaching Alternative approaches to syllabus design Experiential learning Policy and practice Learner roles Conclusion ReferencesCHAPTER TWO A framework for task-based language teaching Introduction and overview A task framework Syllabus design considerations Developing units of work Seven principles for task-based language teaching Conclusion ReferencesCHAPTER THREE Task components Introduction and overview Goals Input Procedures Task types Teacher and learner roles Settings Conclusion ReferencesCHAPTER FOUR An empirical basis for task-based language teaching Introduction and overview Early psycholinguistic models Interaction, output and the negotiation of meaning Task difficulty Conclusion ReferencesCHAPTER FIVE Focus on form in task-based language teaching Introduction and overview Theoretical and empirical issues Focused versus unfocused tasks Consciousness-raising tasks Procedural language The place of a focus on form in an instructional sequence Focus on form in the communicative classroom Conclusion ReferencesCHAPTER SIX Grading, sequencing and integrating tasks Introduction and overview Grading input Learner factors Procedural factors Task continuity Within-task sequencing: the information gap Topic-based/theme-based instruction Content-based instruction Project-based instruction Conclusion ReferencesCHAPTER SEVEN Assessing task-based language teaching Introduction and overview Key concepts in assessment The purposes of assessment Self-assessment Techniques for collecting assessment data Criteria for assessing learner performance Conclusion ReferencesCHAPTER EIGHT Tasks and teacher development Introduction and overview The self-directed teacher An in-service workshop Evaluating tasks Creating tasks Conclusion Postscript ReferencesAppendix A Approaches and methods- an overviewAppendix B A unit of work based on the six-step procedure presented in Chapter 2Appendix C A unit of work based on the task/exercise typology in Chapter 5Appendix D Graded activities for the four macroskillsAppendix E Common reference levels: self-assessment gridGlossaryAuthor indexSubject index
章节摘录
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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