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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-08-05编辑:lgg点击率:5700
论文字数:38594论文编号:org201708022014045983语种:英语 English地区:中国价格:$ 66
摘要:本文是高中英语教学论文,本文旨在从英语教师的角度对高中英语教学中任务型教学的实施现状进行调查研究,着重研究高中英语教师对于任务型教学的理解和看法,以及影响任务型教学有效实施的障碍和限制因素。
Based on different scope and different formulation, a variety of concepts of tasks have been proposed. According to Nunan’s words, there are target tasks which are rotted in the real world while pedagogical (classroom) tasks refer to the tasks applied to existing and new knowledge in the classroom (Nunan, 1989; 2004). Brown (2001) holds identical view on this issue and states that “task-based teaching makes an important distinction between target tasks that students must accomplish beyond the classroom and pedagogical tasks, which form the nucleus of the classroom activity”. Hence, depending on these goals, the definition of tasks may be different. The definitions of tasks displayed in Table 2.1 share lots of similarities. Long (1985) states that the use of language is necessitated when task is applied even students intend to achieve objectives which are non-linguistic. In other words, filling out a form turns to be a language task if the fact of the matter is that language use is a prerequisite to completing the task (obtaining information from the instructions of teachers, for instance). According to Bachman and Palmer (1996), it can be found that the language is treated as a means to an end. That is to say, the learner can better achieve the objectives by means of getting a comprehension of language input and stimulating language output, i.e., communicating with different people in the authentic context by using the target language (Branden, 2007). Definitions above express the unanimous view that tasks are related to specific situations and involve “target-driven” activities in which students should take active participation.
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