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Task-based language teaching can be regarded as one particular development within the broader “com-nmnicative approach”. This article outlines the principles that underlie task-based language teaching and gives examples of classroom activities within the approach. First it discusses what is meant by the term “task”. It at-tempts to illuminate the notion of “task” by presenting a continuum from “focusing on form” to ”focusing on meaning“. This continuum is described and explored in more detail in the following section, which pro-vides a range of examples from different parts of it. The article then outlines a way of looking at tasks in terms of how they contribute to the linguistic,cognitive and personaliw development of the students. Finally the main aims and benefits of task. Based learning are summarised by means of a mnemonic based on the Word ”task" itself.