Task-based language teaching
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ISBN：9787513505178
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简介
David Nunan所著的《任务型语言教学》是1989年英国剑桥大学出版社出版的《交际课堂的任务设计》的全新版，是一部总结了过去20年来任务型语言教学的理论和实践成果的最新学术专著。该书强调教师发展和培训的范式应是“自下而上”而不是“自上而下”的。语言课程和大纲的设计应该融入学习者的知识视域和生活经历。把学习者和教师的知识视域和?历带人课程的有效途径是任务。任务既是方法、内容，也是课程。这是作者的一个很重要的教师发展观和课程观。
新版本在原来的基础上增加了“任务型语言教学中任务和课程的其他要素之间的关系”，“任务型语言教学的实证研究基础”，“任务型语言教学中的形式教学”，以及“任务型语言教学中的评价”四个章节，使这本书无论从理论上还是实践上都更趋完善。作者从一个语言教育实践者和教育理论研究者的角度，用通俗易懂的语言，由浅入深地细数任务型语言教学的发展历程，与读者探讨任务型语言教学实践中的关键问题，以及分析课程和教师发展之间的关系等。
目录
导读
Acknowledgements
Introduction
CHAPTER ONE What is task-based language teaching?
Introduction and overview
Defining 'task'
Broader curricular consideration
Communicative language teaching
Alternative approaches to syllabus design
Experiential learning
Policy and practice
Learner roles
Conclusion
References
CHAPTER TWO A framework for task-based language teaching
Introduction and overview
A task framework
Syllabus design considerations
Developing units of work
Seven principles for task-based language teaching
Conclusion
References
CHAPTER THREE Task components
Introduction and overview
Goals
Input
Procedures
Task types
Teacher and learner roles
Settings
Conclusion
References
CHAPTER FOUR An empirical basis for task-based language
teaching
Introduction and overview
Early psycholinguistic models
Interaction, output and the negotiation of meaning
Task difficulty
Conclusion
References
CHAPTER FIVE Focus on form in task-based language teaching
Introduction and overview
Theoretical and empirical issues
Focused versus unfocused tasks
Consciousness-raising tasks
Procedural language
The place of a focus on form in an instructional sequence
Focus on form in the communicative classroom
Conclusion
References
CHAPTER SIX Grading, sequencing and integrating tasks
Introduction and overview
Grading input
Learner factors
Procedural factors
Task continuity
Within-task sequencing: the information gap
Topic-based/theme-based instruction
Content-based instruction
Project-based instruction
Conclusion
References
CHAPTER SEVEN Assessing task-based language teaching
Introduction and overview
Key concepts in assessment
The purposes of assessment
Self-assessment
Techniques for collecting assessment data
Criteria for assessing learner performance
Conclusion
References
CHAPTER EIGHT Tasks and teacher development
Introduction and overview
The self-directed teacher
An in-service workshop
Evaluating tasks
Creating tasks
Conclusion
Postscript
References
Appendix A Approaches and methods- an overview
Appendix B A unit of work based on the six-step procedure presented in Chapter 2
Appendix C A unit of work based on the task/exercise typology in Chapter 5
Appendix D Graded activities for the four macroskills
Appendix E Common reference levels: self-assessment grid
Glossary
Author index
Subject index
Acknowledgements
Introduction
CHAPTER ONE What is task-based language teaching?
Introduction and overview
Defining 'task'
Broader curricular consideration
Communicative language teaching
Alternative approaches to syllabus design
Experiential learning
Policy and practice
Learner roles
Conclusion
References
CHAPTER TWO A framework for task-based language teaching
Introduction and overview
A task framework
Syllabus design considerations
Developing units of work
Seven principles for task-based language teaching
Conclusion
References
CHAPTER THREE Task components
Introduction and overview
Goals
Input
Procedures
Task types
Teacher and learner roles
Settings
Conclusion
References
CHAPTER FOUR An empirical basis for task-based language
teaching
Introduction and overview
Early psycholinguistic models
Interaction, output and the negotiation of meaning
Task difficulty
Conclusion
References
CHAPTER FIVE Focus on form in task-based language teaching
Introduction and overview
Theoretical and empirical issues
Focused versus unfocused tasks
Consciousness-raising tasks
Procedural language
The place of a focus on form in an instructional sequence
Focus on form in the communicative classroom
Conclusion
References
CHAPTER SIX Grading, sequencing and integrating tasks
Introduction and overview
Grading input
Learner factors
Procedural factors
Task continuity
Within-task sequencing: the information gap
Topic-based/theme-based instruction
Content-based instruction
Project-based instruction
Conclusion
References
CHAPTER SEVEN Assessing task-based language teaching
Introduction and overview
Key concepts in assessment
The purposes of assessment
Self-assessment
Techniques for collecting assessment data
Criteria for assessing learner performance
Conclusion
References
CHAPTER EIGHT Tasks and teacher development
Introduction and overview
The self-directed teacher
An in-service workshop
Evaluating tasks
Creating tasks
Conclusion
Postscript
References
Appendix A Approaches and methods- an overview
Appendix B A unit of work based on the six-step procedure presented in Chapter 2
Appendix C A unit of work based on the task/exercise typology in Chapter 5
Appendix D Graded activities for the four macroskills
Appendix E Common reference levels: self-assessment grid
Glossary
Author index
Subject index
Task-based language teaching
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