Task-Based Language Teaching-An Overview
One of the buzz words in the present day literature on language teaching is tasks. Tasks are the central element of the so-called task-based language teaching (TBLT) approach, which is now widely welcomed, practiced and debated in many parts of the world, including China. Pro-task researchers and classroom teachers all agree that tasks not only provide students with good opportunities to learn and use the target language in authentic and meaningful ways, but also enhance students motivation in language learning. However, in the existing literature on TBLT, there is much less agreement as to where TBLT came from, what kind of activity qualifies as a task, how a task should be designed, how it should be carried out and how its performance should be evaluated. This paper attempts to disentangle some of these questions, with a focus on the origin of TBLT, the definition of a task, different types of tasks, and the principles of designing tasks.
CHENG Xiaotang
School of Foreign Languages and Literatures, Beijing Normal University
国际会议
北京
英文
185-196
2002-08-26（万方平台首次上网日期，不代表论文的发表时间）