Task-based language teaching: For the state secondary FL classroom?

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 2005-06-01 DOI:10.1080/09571730585200091

Anthony Bruton

引用次数: 78

Abstract

Abstract The purpose of this article is to evaluate the applicability of task-based language teaching (TBLT) to state secondary foreign language classes. After discussion of method in general, TBLT is defined and its particularities described. Tasks are assessed as the basis for syllabus and then as the basis for method. In both cases, the proposals are outlined, their rationales summarised and they are evaluated. The evaluations show many potential limitations of TBLT, especially when it comes to the sources of new language and the maintenance of accuracy. Some of the previous discusion, some aspects of language learning and teaching relevant to TBLT are covered in an extensive section on research findings. Given the limitation of TBLT, an alternative perspective is outlined. A crucial factor in methodological decision-making in FL teaching must be proficiency level.

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任务型语言教学:适合国家中学外语课堂吗?

摘要本文的目的是评估任务型语言教学(TBLT)在州立中学外语课堂中的适用性。在对方法进行一般性讨论后，对任务型任务进行了定义，并对其特殊性进行了描述。任务评估是教学大纲的基础，然后是方法的基础。在这两种情况下，都概述了建议，总结了它们的理由，并对它们进行了评价。这些评价显示了任务型教学的许多潜在局限性，特别是在新语言的来源和准确性的保持方面。之前的一些讨论，以及与任务型教学法相关的语言学习和教学的一些方面，在研究成果的广泛章节中都有涉及。鉴于任务型教学的局限性，本文概述了另一种观点。外语教学方法决策的关键因素必须是熟练程度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.00%

发文量

期刊介绍： The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages