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本文探索在任务教学法实施过程中如何提高课堂交际环境和交际内容的真实性。对嘉应学院非英语专业6个班实施任务教学过程的深入调查表明,要使任务教学课堂的交际环境和交际内容真正具备日常交际的特征,由学生独立设计交际任务至关重要,因为这不仅有助于学生明确自己交际目标和交际身份,而且能激发交际参与者之间的课外协作和课内合作,从而确保交际内容和交际环境的真实性。教师的作用除了任务设计阶段的指导与支持和任务实施阶段的监督与调控之外,更重要的是作为课堂的普通一员融入交际环境,在提供信息(教授知识)的同时也获得信息(知识)。
This article explores how to improve the authenticity of the communicative environment and communicative content in the process of the implementation of the task teaching method. An in-depth investigation into the task teaching process of six non-English majors at Jiaying College shows that to make the communicative environment and communicative content of the task-based teaching classroom truly possess the characteristics of daily communication, it is of crucial importance for students to design their own communicative tasks independently because not only Help students to clarify their communicative goals and communicative status, but also stimulate extracurricular and inter-class cooperation among communicative participants so as to ensure the authenticity of communicative content and communicative environment. The Role of Teachers In addition to the guidance and support during the task design phase and the supervision and control of the task implementation phase, it is even more important that they be integrated into the communicative environment as an ordinary member of the classroom and acquire information (teaching knowledge) as well as information ).