Influences of Task-oriented Teaching Approach on Prompting Communicative Competence of EFL
To communicate is the primary goal of most foreign language learning (EFL). As an important component of the four macro skills (listening, speaking, reading and writing), reading should also serve this purpose. However, traditional methodology still dominates extensive reading teaching in most of the universities. To promote a communicative extensive reading class, we may start by designing various tasks and activities. This paper introduces a taskoriented approach in English extensive reading class. According to Nunan, task-oriented teaching involves learners in the classroom to comprehend, manipulate, produce or interact in the target language, but the focus is on the meaning rather than the form. In light of psycholinguistic model and schema theory model, the methodology covers information-gap activity, opinion-gap activity and reasoning-gap activity which can be run in the class. The taskapproaches make the interaction between teacher and students, students and students more active and meaningful. Skills of reading to solve communicative problems are always treated conscientiously. This approach may hopefully result in some improvement on the teaching of English reading.
Task-oriented approach communicative competence EFL
LI Mingxin
School of foreign studies, Henan Polytechnic University, Jiaozuo, Henan, P.R.China, 454003
国际会议
河南焦作
英文
268-272
2011-04-22（万方平台首次上网日期，不代表论文的发表时间）