标题：TBLT
概念
Task Based Language Teaching
任务型教学从学生的基本心理需求出发，认为学习是满足个体内部需要的过程，在教学目标上注重突出教学的情意功能，追求学生在认知、情感和技能目标上的均衡达成。它强调教学中学生基本心理的满足，特别是归属感和影响力，具有较强的情感性。它强调教学只有创造条件，通过一系列任务的完成，满足学生的归属感和影响力，他们才会感到学习是有意义的，才会愿意学，才会学得好。任务型教学的整个教学过程都充满了情意色彩。
概述作为一种教学法，具有结构性，它由教学目标(goals)、信息输入(input)、活动方式(activity)、师生角色(teacher/student role)、教学环境(setting)等要素组成。任务型教学法与传统教学法之间的差异在于前者注意信息沟通，活动具有真实性而且活动量大。英语课堂教学应具有“变化性互动”的各项活动，即任务。学生在完成任务过程中进行对话性互动，进而产生语言习得。正由于任务型教学模式具有上述性质和特点，在英语课程改革不断深化的背景下，倡导选择和运用任务型教学以期更好地完成课程目标就成为一种历史的必然。 
任务型教学认为，以功能为基础的教学活动中有许多活动并不是来自真实生活，因此最多只能称其为“准交际（quasi-communication）”活动（D. Nunan，1989），而要培养学生在真实生活中参与和完成真实的生活任务（real-life tasks）（D. Nunan，1989）。真实生活任务教学强调直接通过课堂教学让学生用英语完成各种真实的生活、学习、工作等任务（即做各种事情），从而培养学生运用英语的能力（用英语做事的能力）。显然，真实生活任务的关键在于任务要有真实生活的特征。 
由来任务型教学法的理论基础基于语言习得的研究成果，课堂中师生和生生的互动和交际有助于学生运用语言，学生在完成任务的过程中产生语言的习得，并最终达到掌握语言的目的。其理论基础是输入与互动假设（input and interaction hypothesis）（Ellis，1999）。Skehan（1998）对任务有如下论述：意义优先，任务完成为主，评估基于任务完成与否。也就是说，任务应重视学生如何沟通信息，而不强调学生使用何种形式；任务具有在现实生活中产生的可能性，而不是“假交际”；学生应把学习的重点放在如何完成任务上；对任务进行评估的标准是任务是否成功完成。因此，《英语课程标准》指出“活动要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实，要有利于学生学习英语知识、发展语言技能，从而提高交际的语言应用能力”。 
教学环节
英国语言学家Jane Willis(1996)在她的专著A Framework for Task-based Learning 中提出了任务型课堂教学的三个步骤： 
1．前任务(Pre-Task)——教师引入任务。 
2．任务循环流程(Task-cycle)： 
a. 任务(task)——学生执行任务； 
b. 计划(planning)——各组学生准备如何向全班报告任务完成的情况； 
c. 报告(reporting)——学生报告任务完成情况。 
3．语言聚焦(Language focus)： 
a. 分析(analysis)——学生通过录音分析其他各组执行任务的情况； 
b. 操练(practice)——学生在教师指导下练习语言难点。 
任务型的课堂教学中教师在教的过程中要做的首要环节就是呈现任务，让学生在任务的驱动下学习语言知识和进行技能训练。这样的学习过程是任务驱动（task-driven）的过程，它有利于提高学生的学习兴趣和增强学生的学习动力，同时也有利于体现任务的真实性。如果教师不是在课堂教学一开始呈现任务，而是在知识学习和技能训练结束后再呈现并让学生完成，那么这就不是任务驱动型的教学过程，学生的学习动力就不如任务驱动过程中那么强烈。所以，真实运用任务的学习过程实际上就是课堂教学的过程。此时，学生就进入了参与任务的环节。 
任务环(Task-cycle) 是实施任务型课堂教学的核心部分。任务型课堂教学活动根据其交互特点可大致分为五类：故事链任务（小组中每人讲一段故事，全小组讲完整个故事）；信息差任务（两组或多组信息互补，协商完成任务）；解决问题任务（围绕一个问题或根据一系列信息，找出解决问题的办法）；做决定任务（围绕一个和多个结果，通过协商或讨论作出选择）；观点交换任务（通过讨论，相互交换意见，不必达成共识）。其中信息差任务具有合作性和多元成果性的特征；同时信息差任务过程简单，也易于课堂操作。在丰富多彩的任务的驱动下，学生就能运用自己的思维通过完成具体的任务主动地去习得英语，积极、主动地参与到各种任务中来，真正地做到“Learning by doing”，并从中获得和积累相应的学习经验，享受成功的喜悦。 
任务的完成是任务型教学程序的最后环节。在时机成熟时，教师就可以让学生围绕新知识点、突出主题进行迁移操练，学生通过完成任务学到的知识和形成的技能转化成在真实生活中运用英语的能力。 
国内外任务型教学模式的研究与发展 
美国教育家杜威（1859-1952）以实用主义的认识作为教育理论基础，提出了“学生中心，从做中学”的教育模式，他主张教育的中心应从教师和教科书转到学生，教学应引导学生在各种活动中学习。语言学家HerbortH.Clark（1996）说：Language is for doing things.“学习语言既不是背诵孤言的单词，也不是熟记脱离语境的句子，更不是记忆枯燥乏味的语法规则，而应当教会学生用恰当的语言把要求做的事情做好，词汇和语法都是为“做事情”并“完成任务”服务的，课堂上教师的任务就是在语言运用的活动中把词汇，语法和功能项目有机地结合起来。20世纪70年代，N.S.Prabhu在印度进行了一顶强交际法的实验（Bargalore Project），他提出了许多任务类型，并把学习的内容设计成各种交际任务让学生通过完成任务进行学习。 
基本模式
作为课堂教学的一种活动，任务型教学至少具备以下两个特点：（l）以任务为中心．而不是以操练某种意义不大．甚至无意义的语言形式为目的；（2）任务的焦点是解决某一交际问题，这一交际问题必须与现实世界有着某种联系，这种联系应该是具体的，贴近学生生活、学习经历和社会文际，能引起学生的共鸣和兴趣，激发学生积极参与的欲望。在任务型语言教学中，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标，并构成一个有梯度的连续活动。在教师所设计的各种“任务”中：学生能够不断地获得知识或得出结论，从注重语言本身转变为注重语言习得．从而获得语言运用的能力而不是仅仅掌握现成的语言知识点、随着“任务”的不断深化．整个语言学习的过程会越来越自动化和自主化。 
课堂教学的基本步骤
任务由以下三个部分组成： 
1、任务的目标(Goals)。指通过让学生完成某一项任务而希望达到的目的。任务的目标可以是培养学生说英语的自信心，解决某项交际问题，也可以是训练某一项基本技能等。 
2、构成任务内容的输入材料(Input)。输入材料必须具有知识性，应以现实生活中的交际为目的，是学生在一种自然、真实、或模拟真实的情景中体会语言，从而学习语言而不是局限与教材。 
3、基于这些材料而设计的各项活动(Activities)。任务的设计由简到繁，由易到难，前后想连，层层深入，并由数个微任务(mint-task)构成一串“任务链”。在语言技能方面，遵循先输入后输出原则，使教学阶梯式层层推进。[1]
Disadvantages and problems in employing TBLT
In fact, no method is perfect in the world, and TBLT is not an exception. We find the
following eight disadvantages from our study and experiment on TBLT. The first two are
indicated by Su Dingfang (1996:165), and the last six are our findings.
1) The tasks or questions chosen in task-based or procedural syllabus are lack of
convincible foundation or criterion.
2) TBLT can’t tell the inner relationship between certain activities and learners’ current
needs. In other words, the syllabus or methodology focused on the process is not
very coherent between the process and the outcome.
3) Before the task begins, if teachers don’t explain any concerned language knowledge,
learners will have many language obstacles when they carry on the task.
4) Because the time for task performance is limited and at the same time students will
have to accomplish the task within the time frame, students tend to neglect the
language forms and they will heavily depend on the communicative strategy. They
will use incorrect language or communicative strategy avoiding the language form
in order to get to the meaningful communication goal. The incorrect language used
again and again will become reinforced in the student’s mind so that it will obstruct
the development of the linguistic competence of the student.
5) TBLT requires a high level of creativity and initiative on the part of the teacher. If
teachers are limited to move traditional roles or do not have the time and resources
to implement tasked-based teaching, this type of teaching may be impossible.
6) It is very difficult to ensure the systematisation and sequence of tasks, for example,
the grading and coherence of the task.
7) Sometimes, the classroom is difficult to control, so it looks like chaos. Junior
middle school learners are usually animated, if teachers fail to manage and monitor
the class well, the classroom will be out of the order.
8) Evaluation of TBLT can be difficult. Traditional discrete-point achievement tests are
often not a good measure of assessing learners’ language achievement that is
acquired in TBLT. We know that TBLT requires teachers to develop the learners’
integrated language proficiency including listening, speaking, reading and writing,
and learners’ abilities in thinking, reasoning, autonomy, cooperation, etc. as well,
but traditional tests can’t tell us all about them.
Solutions to the problems
On the basis of the analysis of the above disadvantages and problems, we suggest the
following measures so as to solve the problems encountered in the implementation of TBLT.
1) Scientific grouping
Our classroom English teaching is on a small scale. That is to say, when the English
class comes, the original natural class will be divided into two small sections with about 25
persons each. If we make a group of 4, there will be 6-7 groups in each small class. Such
class division will be good for teachers to monitor learners’ classroom activities and good for
learners to have more chances in the use of the target language.
2) Integrated assessment
In traditional examination, we often design listening test and written work. However,
this is not enough or fair to a learner’s assessment. In TBLT, we focus on the development of
a learner’s integrated qualities. It is very necessary to design a few oral tests besides written
tests. However, if oral tests are only managed in the mid-term or at the end of a term, time is
very limited. So it is much more scientific to have the oral tests occur through the whole
teaching process.
3) More out-of-class activities
TBLT heavily focuses on the individual creativity and the cooperation of the group. If
we often hold such out-of-class activities as English corner, English drama, English
story-telling etc, a student’s timidness or shyness will disappear and they can take what theyhave learned to the classroom. If so, their speaking ability will be well developed. Acquiring
such a good habit, they may perform freely and actively participate in each task.
4) Ideas sharing
Teachers who teach in the same grade prepare a teaching plan together in order to settle
the problems when they meet the difficulty. It is called that each one exerts each effort. In
other words, two heads are better than one.
5) Full use of school recourses
Actually the school facilities will affect whether the teaching and learning succeed or
not. The multi-media classroom not only optimises the teaching process in TBLT, but also
saves time so that learners can have greater space and more time to consider and carry out
the classroom activities. Furthermore, in the writing class, students may directly send e-mails
they have written to the teacher. Of course, they are fond of the reply that the teacher has
corrected and mailed back to them.
6) Developing the teacher’s qualities
TBLT requires teachers much more, including a high level of teaching skill and subject
knowledge. In TBLT, we have to focus on the meaningful English communication, rather
than language form. TBLT requires teachers so much so that they should have stronger
listening and oral competence. After class, the members of our project group often learn
from each other or take refresher courses and feedback together.
7) Transfer from CA
In the past 10 years, we have used Communicative Approach (CA) in ELT. Each of us
has successful experience. TBLT belongs to CA category. We advocate making a good
distinction among them and try to use the experience available in TBLT. It is a wise way to
do like that, and this is the positive transfer that psycholinguistics mean.
8) Learning from the experts or colleagues
Here the experts or colleagues mean those who are engaged in the study of TBLT
domain. If a TBLT forum is held, we had better not miss it. In such forums many experts will
gather together sharing all the experience. A big TBLT forum sponsored by Beijing
Zhongxing Publishing House in Beijing in October 2002, with David Nunan and over 400
people from all over the country attendance, is a successful conference. So is the 2003
National Middle School English Curriculum standard & Classroom Teaching Reform
Conference held on April 6th,in Nanning, Guangxi, whose participants are over 3000
people.
Result of the experimental implementation of TBLT
After implementing TBLT, we find out that learners’ linguistic and communicative
competence and thinking ability etc. are very well developed. TBLT is strictly designed to
foster students’ participation consciousness, unitedness consciousness and creativity, and
greatly help students mobilize and motivate their potentialities by completing the tasks.
TBLT can also help students learn to communicate, learn to think about a question, learn to
make a decision and deal with an emergency. Furthermore, by accomplishing the task,
students can also experience the sense of achievement and realize their own value. TBLT
involves the collaboration between teacher and learners, and among learners. In carrying onthe task, the teacher should pay close attention to the team’s participation and creative spirits.
Because the students in junior middle schools are very active and animated, the tasks can
successfully engage their enthusiastic commitment. In addition, TBLT can greatly improve
the integrated ability of a student, which is in accordance with the general target of the
empowerment education in China.
Our chief initial achievement of the experimental implementation of TBLT can be
summarized in the following:
1) Learners show much more autonomy in learning language.
2) The average of the final examination is 5-15 scores higher than the mean scores in
the controlled groups.
3) Learners are very fond of the Textbooks we’ve chosen, which is named Expressions
written by David Nunan.
4) Nineteen learners took 2003NEPCS (final) and eleven of them came to the first place.
In fact, learners have got many great successes in all kinds of contests.
5) Learners’ linguistic competence has greatly improved, for example, some of them
from junior Grade1 or Grade2 have passed CET4 .
Now we are still implementing TBLT with great confidence and we believe that we can
successfully overcome the problems encountered in the employment of TBLT.[2]