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任务型教学法在大学英语听力教学中的应用(9)

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英语语言测试论文资料

inChinaandNewCollegeEnglishSyllabus,theauthorofthisthesisdecidesthatitistime

to

searchfor

moreeffectivewaytoimprovetmdergraduates’Englishlistening

thetask based

proficiencyand

one

knowledge,and

languageteaching(TBLThereafter)is

ofthechoices.TBLT,based

on

researchesdonebyforeignscholars(Ellis,2003;Nunan,2004;

Long,1

985;Willis,1996;Skehan,1996,2002),isdevelopmentofcommunicativeofthemoreeffectivelanguage

languageteachinginmorethan20years.TBLTisteachingmethodsandhasbecomeforeign

one

mainstreamincontemporary

EFL(Englishas

language)teaching.In

recent

years,ithasbeenimplementedinmanycountries

aroundtheglobe.

InChina,theNewEnglishCurriculum

Standard(2001)requires

theteaching

thatopen-ended

researches

task—basedactivitiesshouldbeintegratedinto

process.Many

aboutTBLThavealsobeendoneinChina,suchasandLuoShaoxi,2003;CaiLangzhen,2001;FangXiaoyan,2004;LuZiwen,2002;Jia

Wei

Yonghong,2004;GongYafu

YufangandTang

Wenli,2003;Feng

SOon

Zhigao,2005,and

and

SO

forth.

TBLTisa‘learner-centeredandlearningbydoing’languageteachingapproachthatappearedinthe1980s,whichconveysthebasictheoriesofappliedlinguisticsinto“themeaningfulandpracticalteachingmethodsinclassrooms.TheoriginofTBLTbetrackedback

to

can

theBangaloreProjectbyN.S.Prabhuattheendofthe1970s.Atthat

time,communicativeapproachtooktheplaceofaudio—lingualapproach.Thebasic

characteristicofcommunicativeapproachistheconsistenceoflearningwithapplicationbythewayofcommunicationinteaching.Nevertheless,therearetwopointsofviewtherelationshipbetweencommunicationEnglish

to

on

andteaching,one

isthestrong

to

version--using

English.N.S.

on

learnit,andtheotheristheweakversion——learning

use

Prabhuisthesupporterofthestrongversion.HeconductsstrongcommunicativeteachinginBangalore,India.Inreports

on

teachingexperiment

thehis

1982,Prabhupublished

theBangaloreProject.Nextyear,heputforwardnewteachingtheory,

task—basedlanguageteaching.

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