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1.1 The general background of the study
在20世纪80年代中后期，任务型语言指令（三重底线投资）开始合并在语言教学领域，并与引进，其中从国外进入中国，有越来越多的英语教师，，教材作家和研究人员谁也相当重视，任务型语言教学，任务型语言指令，教学大纲设计师已经逐渐从外围影响到中心的意义在语言教学方法。崇尚交际语言教学和第二语言习得研究的基础上，基于任务的语言教学语言学习者为动力和动机的具体任务，达成任务的过程语言生活学习者学习过程中，呈现教学素养任务完成“（丰迂芳，唐孝炎，2004年）。虽然任务型语言教学模式已经吸引了越来越多的关注，也没有达成共识的条款。继努南（1989），坎德林（1987），龙（1989）和他人的研究观点，Skehan（1999年：95）总结了五个方面的定义基于任务的指令;In the middle and late years of 80s in the 20th century, task-based language instruction(TBLI) began to merge in the field of language teaching, and with the introduction of whichfrom abroad into China, there is an increasing number of English teachers, syllabus designers,teaching material writers and researchers who have attached considerable importance to thetask-based language instruction and task-based language instruction has come up graduallyfrom peripheral influence to central significance in language teaching approaches.Based on advocation on communicative language teaching and research of secondlanguage acquisition, task-based language instruction takes the specific tasks as the motiveforce and motivation of language learners, considering the learning process as the process oflanguage learners achieving tasks, with presenting the teaching accomplishment by taskcompletion (Feng Yufang, Tang Xiaoyan, 2004). Though task-based language teaching hasattracted more and more attention，there is no consensus on the terms of it. Following theperspectives of Candlin (1987), Nunan (1989)，Long (1989) and others' researches, Skehan(1999: 95) concluded the five aspects of the definition of task-based instruction; “的意思主要是有一些沟通问题解决;有某种关系可比现实世界的活动，任务的完成有一些优先的任务是评估的结果。”这个定义借鉴意义对焦重视，从而导致语言产生另一个关键问题上，那就是聚焦子的意思，侧重于形式之间的矛盾。
Skehan（1999:121）明确指出，有两种截然不同的方法基于任务的指令，面向结构的任务和通信驱动的任务“表示极端立场，并分享他们专注于一个方面的语言生活表现在牺牲质量其他“。结构化的方法，强调形式的损害的意义，而通信驱动的任务非常关注的意义，而不是形式。他还提议，有是另一个中间的方法，中央的功能，这是一个形式和意义之间的平衡，并注意它们之间的交替。这可以解释为与信息处理领域的认知和心理语言学的角度。根据Skehan福斯特（2007:188），“认知困难具有重要的意义，我们关注如何部署在任务完成过程中站立下”。暗示待遇麦克罗人在语言使用能力有限，注意力资源的消费一件事可能会导致缺乏其他的事情，语言使用的不同方面的努力与对方的复杂性，强调的，比如，可能会导致忽视的准确性。在第二语言习得领域的许多研究者学习者的心理加工任务完成的相关研究进行了大量听，从方面讲任务，任务，阅读任务和写作任务，并打算找学习者如何在过程中的任务分配和显示他们的注意力源主要完成，以及如何任务与学习者的语言表现，此外，条件是否具备影响学习者的语言表现特征。这些研究涵盖了所有的方面的语言表现要想开展来起来，认知负荷做有一些研究结果语言学习者的表现事做。
"meaning isprimary; there are some communication problems to solve; there is some sort of relationshipto comparable real-word activities; task completion has some priority; the Assessment of thetask is in terms of outcome." This definition draws great importance on meaning-focus, whichleads to another crucial issue on language production, that is，the contradiction between focuson meaning and focus on form.
Skehan (1999:121) explicitly stated that there are two contrasting approaches oftask-based instruction, structure-oriented task and communicatively-driven task which“represent extreme positions and share the quality that they concentrate on one aspect oflanguage performance at the expense of the other”. The structure-oriented approachemphasizes form to the detriment of meaning, while a communicatively-driven task focusesvery much on meaning and not on form. He also proposed that there is another intermediateapproach, the central feature of which is a balance between form and meaning, and an alternation of attention between them. This can be explained with the perspective ofinformation processing from the field of cognitive and psycholinguistics. According toSkehan & 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。