试图把课内的语言学习与社会的语言活动结合 起来。
( David Nunan 1991)
2.What is the relationship between the TBLT and The CLT (similarities and differences)?
Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, such language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communication-focused teaching.
Task-based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of instruction in language.
任务型教学就是以具体 的任务为学习动力或动机， 以完成任务的过程为学习的 过程，以展示任务成果的方 式（而不是以测试的分数） 来体现教学的成就。
2. The introduction of authentic texts into the learning situation. 将真实的语言材料引
入学习的环境。
3.Provision of opportunities for learners to focus, not only on language, but also on the learning process itself. 关注语言的本身，也关
Activity 3: Discuss the following questions:
1.What is Task-based Language Teaching? What are the features of TBLT?
Mind map:思维导图(脑图)
Concept map (概念图)
——鲁子问（2005）
Chapter Nine Task-based Language Teaching
(Task-based Approach , Task-based Learning, or Task-based Instruction)
Looking back
?1. Definition ?2. What is task? ?3. Theoretical basis ?4. Main features ?5. Types of tasks ?6. Teaching procedure ?7. Learners & Teachers roles ?8. Principles ?9. Advantages & disadvantages
3.How do we define a “task ” ?
—谢忠平 董亚男（2006）
doing things with(by) language
Involvement
learning by doing
Inquiry Induction
TBLT
Incorporation
learning for using learning by using learning then using
4.It is compatible with a learner-centered educational philosophy.
5.It can be used alongside a more traditional app语言教学的特点:
1. An emphasis on learning to communicate through interaction in the target language. 强调通过交流来学会交际。
—陈 琳 王 蔷 程晓堂（2002：104-105）
所谓任务型语言教学，其核心思想就是要模 拟人们在社会、学校生活中人们运用语言所从事 的各类活动，把语言教学与学习者在今后的日常 生活中的语言应用结合起来。
—转引自张琳琳（2004）
the features of Task-based Language Teaching
注学习的过程。
4. An enhancement of the learners ' own personal experiences as important contributing elements to classroom learning.
把学习者个人的经历作为课堂学习的重要因素。
5. An attempt to link classroom language learning with language activation outside the classroom.
1.TBLT offers the opportunity for “natural” learning inside the classroom.
2.It emphasizes meaning over form but can also cater for learning form.
3.It is intrinsically motivating.
Four dimensions of teaching and learning tasks
represented by the “four eyes” :Involvement ( 参与),
Inquiry ( 探究), Induction( 归纳), Incorporation ( 整合).
Definition: