2014学习任务.docVIP

吴旭东. 外语学习任务难易度确定原则. 现代外语. 1997年第03期 不少研究对影响学习任务难易度的因素提出假设(如Brindley, 1987; Candlin, 1987; Candlin Nunan, 1987; Prabhu, 1987; Skehan, 1996等) ,但这些假设多是研究者经验之谈。此外,所列因素多有重叠, 缺乏系统性, 从中无法了解学习任务包含多少因素。 Brindley, G. 1987. Factors affecting task difficulty. In Guidelines for the Development of Curriculum Resources , ed. D. Nunan . Adelaide : National Curriculum Resource Centre . Candlin, C. 1987. Towards task-based language learning. In Language Learning Tasks, ed. Candlin, C. and D. Murphy. Englewood Cliffs NJ: Prentice Hall . Candlin, C. and D. Nunan. 1987. Revised Syllabus Specifications for the Omani School English Language Curriculum. Muscat: Ministry of Education and Youth. Prabhu , N. 1987. Second Language Pedagogy: A Perspective. Oxford: Oxford University Press. Skehan , P. 1996. A framework for the implementation of task-based instruction. Applied Linguistics 17/ 1:38 - 63. 近年来利用认知心理学的理论对外语学习过程的研究已经初步显示:有意注意(noticing) 对外语发展至关重要(Schmidt ，1990 ，1994) ，而经过精心设计的学习任务能使学生更容易注意到外语语音、词汇和句子结构中那些由于缺乏感知和心理突出性而被忽视的方面(如Hulstijn 1989 ; Doughty ， 1991 ; Long ， 1991 ; Watanabe ， 1992) 。 Nunan(1989)提出一个分析语言交际任务的模式，里面包括六个因素:目标(学习任务所要达到的笼统的目的)、输入(组成任务起点的素材)、活动(学习者对素材进行的具体工作)、学习者角色(学习者在实施学习任务过程中应起的作用)、教师角色(教师在学习者完成任务过程中应起的作用及教师与学习者之间的关系)、背景(任务明确规定或暗含的课堂或课外安排)。 Nunan， D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.Anderson ， A. and T. Lynch. 1988. Listening. Oxford : Oxford University PressCandlin， C. Towards task-based language learning In C. Candlin and D. Murphy (eds). Language Learning Tasks. Englewood Cliffs， N. J. :Prentice Hall. 1987.Nunan ， D. 1989. Designing Tasks for the Communicative Classroom. Cambridge : Cambridge University Press.Richards ， J . and T. Rodgers. 1986. Approaches and Methods in Language Teaching. Cambridge : Cambridge University Press.Brindley ， G. 1987. Factors affecting task difficulty. In Guidelines for t he Development of Curriculum Resources ， ed. D. Nuna . Adelaide : National Curriculum Resourc