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Task-BasedLanguageTeachingDefinitionTask-BasedLanguageTeaching(TBLT)referstoanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.TherelationshipsbetweenTBLTandCommunicativeLanguageTeaching(CLT)Task-basedlanguageteaching:•alogicaldevelopmentofCLT•formedpartofthecommunicativelanguageteachingmovementfromthe1980s.Eg:◎Activitiesthatinvolverealcommunicationareessentialforlanguagelearning◎Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning◎Languagethatismeaningfultothelearnersupportsthelearningprocess•Theroleoftaskshasreceivedfurthersupportfromsomeresearchersinsecondlanguageacquisition(SLA),whoareinterestedindevelopingpedagogicalapplicationsofSLA.•TaskisregardedasthepotentialbuildingblocksofSLAinstruction.•SLAresearchhasfocusedonthestrategiesandcognitiveprocessemployedbysecondlanguagelearners•Languagelearningisbelievedtodependonimmersingstudentsnotmerelyin“comprehensibleinput”butintasksthatrequirethemtonegotiatemeaningandengageinnaturalisticandmeaningfulcommunication.Thekeyassumptionsoftask-basedinstructionaresummarizedbyFeez（1998:17)as:Thefocusisonprocessratherthanprocedure.Basicelementsarepurposefulactivitiesandtasksthatemphasizecommunicationandmeaning.LearnerlearnlanguagebyinteractingcommunicativelyandpurposefullywhileengagedintheactivitiesandtasksActivitiesandtaskscanbeeither:thosethatlearnersmightneedtoachieveinreallife;thosethathaveapedagogicalpurposespecifictotheclassroom.Activitiesandtasksofatask-basedsyllabusaresequencedaccordingtodifficulty.Thedifficultyofataskdependsonarangeoffactorsincludingthepreviousexperienceofthelearner,thecomplexityofthetask,thelanguagerequiredtoundertakethetask,andthedegreeofsupportavailablewhatis“task”?Ataskisanactivityorgoalthatiscarriedoutusinglanguage,suchasfindingasolutiontoapuzzle,readingamap,andgivingdirections,makingatelephonecalletc.Nunan(1989:10)offersthisdefinition:thetaskisapieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform.Andalsohaveasenseofcomplexity.•“Task”firstappearedinthevocationaltrainingpracticesofthe1950s.Taskfocusherefirstderivedfromtrainingdesignconcernsofmilitaryregardingnewmilitarytechnologiesandoccupationalspecialtiesoftheperiod.Taskanalysisinitiallyfocusonsolopsychomotortasksforwhichlittlecommunicationorcollaborationwasinvolved,andlargelymanualtasksweretranslatedintotrainingtasks.Task-basedtrainingidentifiedseveralkeyareasofconcern:Analysisofrealworldtask-usesituationsThetranslationofthoseintoteachingtaskdescriptionsThedetaileddesignofinstructionaltasksThesequencingofinstructionaltasksinclassroomtraining/teachingFourmajorcategoriesofteamperformancefunctionintask-basedinstructionOrientationfunction:processforgeneratinganddistributinginformationnecessarytotaskaccomplishmenttoteammembersOrganizationalfunction:processnecessaryformemberstocoordinateactionsnecessaryforperformanceAdaptionfunction:processoccurringasateammembersadapttheirperformancetoeachothertocompletethetaskMotivationalfunction:definingteamobjectivesand“energizingthegroup’tocompletethetaskWhatisacademictask?•Theacademictaskisthemechanismthroughwhichthecurriculumisenactedforstudents(Doyle1983:161)•Academictasksaredefinedasfourimportantdimensions:◎Theproductsstudentsareaskedtoproduce◎Theoperationstheyarerequiredtouseinordertoproducetheseproducts◎Thecognitiveoperationsrequiredandresourcesavailable◎TheaccountabilitysysteminvolvedDefinitionofaTask◆Prabhu:ataskis“anactivitieswhichrequireslearnerstoarriveatanoutcomefromgiveninformationthroughsomeprocessofthought,andwhichallowsteacherstocontrolandregulatethatprocess.”◆Crookes:ataskis“apieceofworkoranactivity,usuallywithaspecifiedobjective,undertakenaspartofaneducationalcourse,atwork,orusedtoelicitdataforresearch.”Willis(1996)proposessixtasktypesbuiltonmoreorlesstraditionalknowledgehierarchies.listing(列举型任务)workingroups:forahealthylifestyle,whatyoushoulddoandshouldn'tdo.makealist(brainstorming,fact-finding)orderingandsorting(排序与分类型任务)InthelessonofHowtomakeamilkshake?,disturbthemainprocess,thenrearrangethemaccordingtotheactualordercomparing(比较型任务）WhatthingsarethesameatSpringFestivalandChristmasDay?Whatthingsaredifferent?problemsolving(解决问题型任务)thinkofthreelowbudgetsolutionstotheproblemoflookingafteracatwhenthefamilyisabsent.sharingpersonalexperiences(分享个人经验型任务)Afterstudentsplanttrees,askthemtotalkaboutthesignificanceofplantingtrees.creativetasks(创造型任务）workingroups:askstudentstodiscusstheiridealbedroom,andmakeasketch,withtherebepattern.Pica,KanagyandFalodun(1993)classifytasksaccordingtothetypeofinteractionthatoccursintaskaccomplishment.Jigsawtasks(拼图式任务)：Theseinvolvelearnerscombiningdifferentpiecesofinformationtoformawhole.Information-gaptasks(信息差型任务)：onesetofinformation--acomplementarysetofinformation--negotiateandfindout--completeanactivityProblem-solvingtasks(解决问题型任务):Studentsaregivenaproblemandasetofinformation.Theymustarriveatasolutiontotheproblem.Decision-makingtasks(选择决定