On Task-based Language Teaching 英语专业毕业论文.doc

本科毕业论文 课题名称： On Task-based Language Teaching 姓 名： 专 业： 英 语　　 年　　级： 二○○九级 指导教师： 二○一一年五月一日 Contents 1. Introduction 2. Definitions of task 3. Task design principles 3.1 The authenticity principle 3.2 The form-function principle 3.3 The task dependency principle 3.4 Learning by doing principle 3.5 Scaffolding principle 4. The advantages of Task-based Language Teaching 5. Limitations of Task-based Language Teaching 6. Pedagogical implications 7. Conclusions On Task-Based Language Teaching Abstract: Task-based language teaching (TBLA) has become a heated topic in second language acquisition and EFL teaching in the past twenty years. It transforms the basic ideas of language use into classroom teaching method and brings in great significance in practice. This paper mainly makes an attempt to explore the advantages and disadvantages of task-based language teaching on the basis of reviewing its development. Furthermore, certain implications are pointed out so as to improve the task-based language teaching in real practice. Key Words: task-based language teaching, task, implication 1. Introduction Task-based (TBLT) language teaching has slowly emerged since the 1983s to challenge the traditional itemized form-based methodology and it is regarded as one particular development within the boarder communicative approach(Littlewood, 2004). Originally developed by N Prabhu(1987), TBLT is based on the belief that students may learn more effectively when their minds are focused on the task, rather than on the language they are using. In task-based learning, the tasks are central to the learning activity. Students perform tasks in English, which involves experience, practice, anticipation, communication and cooperation, thus developing their comprehensive ability of language use in the course of English teaching. That is, all language items are presented to the students in the form of activity.