Exploring Applications of Task—Based Approach in the English Class论文
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网站原创
点赞:22882
浏览:98032
最后更新时间:2024-03-22
2095-3089（2012）21-0117-02
Introduction and purpose：
My paper will mainly discuss how task-based approach is practiced in the ESL class. I will introduce Task-Based Learning （TBL） and its framework. A lesson plan will be presented as curriculum guideline for senior school teachers. The purpose of my paper is to help ESL classroom teachers to he a better understanding of task-based approach and to show how a task is designed to promote language use. I will emphasize the roles of the teacher and learners during a task-based learning （TBL） lesson.
Key words：Task-based approach 、Task-Based Learning （TBL）、 framework
一、Progress in English language teaching in China
These 20 years he witnessed profound changes in foreign language teaching in China. The experimental practice of newly English syllabus has brought new ideas about English teaching these years. The syllabus is systematically planned from the primary school to senior school. Students’ cognitive and affective factors in learning are especially taken into consideration. Task-based Approach is encouraged to put into practice. Students are guided by the teacher in class， achieving goals of the task， enjoying success by sense， experience， participation and cooperation. Students are expected to communicate with each other in real world. Their communicative competence is to be greatly improved.
二、Introduction to Task-Based Learning （TBL）
Task-based learning has been discussed in the literature throughout the ‘90s and has become a regular topic at teachers’ conferences. It is based on several fundamental assumptions which are now popular themes in many “communicative approach” designs. Nevertheless， it is hard to define ‘task’. Ellis （2000） attempts a context-free definition： “‘task’ will indeed he somewhat different meanings in different contexts of use.”（P195） Skehan （1998a， as cited in Ellis， 2000）， reflecting a broad consensus among researchers and educators， suggests four defining criteria：
1. meaning is primary；
2. there is a goal which needs to be worked towards；
3. the activity is outcome-evaluated；
4. there is a real-world relationship.
According to Dickey （2002）， Task-based Learning seems particularly appropriate for our more-reticent Asian Learners of English （ALEs）. Hong Kong’s “Target Oriented Curriculum” for primary education is based on a foundation of task-based learning. He defines that TBL is more than “an activity every minute”； it gives learners time to consider their work， and through this reflection， to grow. It also allows ALEs to use “their” English， and to buttress it with their native language where necessary. Once they become accustomed to this nontraditional learning style， students will work well within it. Though individual teachers may differ on the volume of TBL to be used， it seems clear that TBL has a proper place in Asian classrooms.
Introduction and purpose：
My paper will mainly discuss how task-based approach is practiced in the ESL class. I will introduce Task-Based Learning （TBL） and its framework. A lesson plan will be presented as curriculum guideline for senior school teachers. The purpose of my paper is to help ESL classroom teachers to he a better understanding of task-based approach and to show how a task is designed to promote language use. I will emphasize the roles of the teacher and learners during a task-based learning （TBL） lesson.
Key words：Task-based approach 、Task-Based Learning （TBL）、 framework
一、Progress in English language teaching in China
These 20 years he witnessed profound changes in foreign language teaching in China. The experimental practice of newly English syllabus has brought new ideas about English teaching these years. The syllabus is systematically planned from the primary school to senior school. Students’ cognitive and affective factors in learning are especially taken into consideration. Task-based Approach is encouraged to put into practice. Students are guided by the teacher in class， achieving goals of the task， enjoying success by sense， experience， participation and cooperation. Students are expected to communicate with each other in real world. Their communicative competence is to be greatly improved.
二、Introduction to Task-Based Learning （TBL）
Task-based learning has been discussed in the literature throughout the ‘90s and has become a regular topic at teachers’ conferences. It is based on several fundamental assumptions which are now popular themes in many “communicative approach” designs. Nevertheless， it is hard to define ‘task’. Ellis （2000） attempts a context-free definition： “‘task’ will indeed he somewhat different meanings in different contexts of use.”（P195） Skehan （1998a， as cited in Ellis， 2000）， reflecting a broad consensus among researchers and educators， suggests four defining criteria：
1. meaning is primary；
2. there is a goal which needs to be worked towards；
3. the activity is outcome-evaluated；
4. there is a real-world relationship.
According to Dickey （2002）， Task-based Learning seems particularly appropriate for our more-reticent Asian Learners of English （ALEs）. Hong Kong’s “Target Oriented Curriculum” for primary education is based on a foundation of task-based learning. He defines that TBL is more than “an activity every minute”； it gives learners time to consider their work， and through this reflection， to grow. It also allows ALEs to use “their” English， and to buttress it with their native language where necessary. Once they become accustomed to this nontraditional learning style， students will work well within it. Though individual teachers may differ on the volume of TBL to be used， it seems clear that TBL has a proper place in Asian classrooms.