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任务教学的局限性和教学建议

一、任务型教学的局限性

由于任务型教学模式以完成任务为目标，学生是在任务完成的过程中，在实际的语言应用中进一步领悟所学语言，在实际运用中培养学生听力、阅读的理解能力，培养口头与笔头的语言表达能力，符合二语习得机制，这对语言学习十分有意义，能提供常规的语言教学难以提供的输出机会和语言运用机会，能制造适合习得的环境。但是，二语学习的目标同样包括知识的获取、技能的发展、策略的训练、情感态度的培养、文化意识的提升等等，这些显然不是任务型教学的核心目标。那么，当我们课堂教学指向策略培养时，指向某项阅读技能的训练时，就很难采用任务型教学的教学模式。

二、任务型教学实施建议

基于我国的国情，初中英语教学不能机械地照搬任务型教学的教学过程，我们要采纳的是任务型教学的理念，我们要传达的是通过实践性活动帮助学生领会语言、培养学生的语言应用能力的理念。在具体的教学中我们可以采取如下措施：

在任务准备阶段加强语言教学和图式教学活动，但是语言教学中应该贯彻交际教学和任务教学的理念，突出语言形式的表意功能。任务阶段也应该设计多层次活动，通过一系列的活动辅助学生逐步完成任务，而不是布置任务以后完全由学生自己掌控。比如，教师可以把任务完成的过程分作几个阶段，每个阶段设计不同的活动。以调查为例，可以先让学生讨论调查的内容，然后再合作编写调查问卷，或者是设计调查问题，第三步是学生实施调查，调查后还可以组织学生讨论调查结果，确定调查数据呈现方式，完成调查结果的呈现。对任务的评价既要评价语言使用的正确性、得体性，同时还要评价任务中小组的合作、协商、管理、资源应用等其它多个方面。由于很难预设学生在任务中可能出现什么问题，所以很难提前设计任务后的聚焦练习。一般情况下，课堂教学可能不包含任务后的形式教学环节。

1. 词汇教学中的任务型教学

按照任务型教学的理念，在词汇教学中可以设计包含词汇应用的真实性任务。如：

案例 1 饮食爱好调查

本任务用于培养学生运用食品词汇的能力。具体操作中可以要求学生调查同学们的饮食习惯，然后给出建议，或者是制作菜谱，或是寻找餐馆。

案例 2 画像

画像任务用于培养学生词汇应用的能力。操作中需要设置语境，如见证抢劫案、到车站接人等，要求学生看图了解抢劫犯和要接之人的长相，然后向警察和接人的师傅描述某人的长相、穿戴等。

2. 语法教学中的任务型教学

在语言教学中，除基于交际的语言形式训练以外，应该设计真实的任务，比如学生调查周围的餐馆，为一家旅行社推荐餐馆。本任务可以培养学生语言比较级和最高级的能力。

Task : Recommend a restaurant to your
visitors.

Scene : A travel agency is organizing
a travel to your school. They want to treat their tourists in a
restaurant. But there are three restaurants near your school. They
do not know which to choose. Now, you are asked to recommend one
restaurant to them.

Procedure

•  Step 1 Work in
groups and decide what is important for the tourists

the kinds of food, the price of food, the quality of
food, service, the location of the restaurant

•  Step 2 Visit the
three restaurants near your school to get detailed information

•  Step 3 Discuss to
make a comparison and recommend one restaurant, listing the
reasons:

We recommend Restaurant X. The service there is the
best. …

每个语法项目都可以采用任务型教学的理念，比如“向交警描述自己看到的交通事故经过”可以用于过去进行时的教学，“现场报道地震”
可以用于被动语态的教学，“面试求职者；填写求职申请表”可以用于能力表达的教学。

3. 阅读教学中的任务型教学

阅读中同样可以让学生为了真实的目的而阅读。比如下面的一个案例：

Make a leaflet to call on people to join Project
Hope.

Step 1 Read the answer the following questions.

1. Why couldn't Liu Sanzi and Li Yiming go to
school?

2. How can they go to school now?

Step 2 Read and find

Read and find what Project Hope has done for the poor
children.

Step 3 Assign the task

Work in groups and make a leaflet to call on people to
join Project Hope. You should use the story of Liu Sanzi and Li
Yiming.

附课文文本：

Hope for the future

Liu Sanzi is an eight-year-old boy from a village in
Hunan Province. His parents want him to drop out of school. It's
important for him to work on their farm because there ae seven
people in Liu's family and they are very poor.

Li Yiming is 14 and from Zhangxian in Gansu Province.
He stopped going to school a few years ago. His parents have been
ill and he has to look after them.

Many children like Li Yiming and Liu Sanzi can't get
an education because their families are poor. Now they can go to
school with the help of Project Hope. In the last 15 years, this
project has raised money and paid for the education of 2.5 million
poor students in the countryside. People in China and abroad have
given 2.2 billion Yuan. With this money, Project Hope has built
many schools and libraries. It has also trained teachers and has
sent students to high schools.

Last year Shen, a boy from Shanxi Province, went to a
school with no electricity and only a few books. But this year he's
at a new school with big classrooms and lots of books. Project Hope
paid for it.

Most people in China have heard of Project Hope and
have given money. But 40 million children from poor families still
need help. Because of Project Hope, thousands of children have
better lives. Perhaps we should all ask” What can we do for Project
Hope? How can we help?