“产出导向法”与“任务型教学法”比较:教学材料设计与使用
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摘要
本文对比基于"产出导向法"和基于"任务型教学法"的教学材料在设计和使用方面的异同。两种教学材料都有系统的理论基础,也都关注学习者的实际需求,但在教学活动的设计与实施、材料文本与使用场景的真实性、材料使用过程中对语言形式和教师作用的关注,以及材料使用有效性评价方面存在差异。对比发现,"产出导向法"教学材料在教学对象上更符合中国大学英语学习者的特点和需求,在教学目标设计上兼顾交际目标和语言目标,在教学流程上使输入和输出的结合更紧密,更加适用于中国大学英语教学。
This paper compares the similarities and differences of the design and use of the teaching materials compiled based on the Production-oriented Approach(POA) and Task-based Language Teaching Approach(TBLT). Both of them have solid theoretical basis, and address learners' practical needs. However, they differ in the aspects of the design and the implementation of teaching activities, the authenticity of the text and the task use, the degree of importance attached to linguistic forms and the teacher's role, and the evaluation of the effectiveness of materials use. This paper concludes that POA-based teaching materials are more suitable in the context of tertiary English education in China because of its unique features in target users, teaching goals and teaching procedures.
This paper compares the similarities and differences of the design and use of the teaching materials compiled based on the Production-oriented Approach(POA) and Task-based Language Teaching Approach(TBLT). Both of them have solid theoretical basis, and address learners' practical needs. However, they differ in the aspects of the design and the implementation of teaching activities, the authenticity of the text and the task use, the degree of importance attached to linguistic forms and the teacher's role, and the evaluation of the effectiveness of materials use. This paper concludes that POA-based teaching materials are more suitable in the context of tertiary English education in China because of its unique features in target users, teaching goals and teaching procedures.
引文
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[6] Long,M.H.Second Language Acquisition and Task-based Language Teaching[M].Malden,M.A.:Wiley Blackwell,2015.
[7] Nunan,D.Task-based Language Teaching[M].Cambridge:Cambridge University Press,2004.
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[14]毕争.POA教学材料使用研究:评价产出目标的达成性[J].中国外语教育,2017(2):40-46.
[15]常小玲.“产出导向法”的教材编写研究[J].现代外语,2017(3):359-368.
[16]邓海龙.“产出导向法”与“任务型教学法”比较:理念、假设与流程[J].外语教学,2018(3):55-59.
[17]胡壮麟.对中国外语教育改革的几点认识[J].外语教学,2015(1):52-55.
[18]赖铮.英汉语言文化比较在大学英语教材开发中的应用[J].西安外国语大学学报,2012(4):75-79.
[19]马拯.任务型教学法研究30年:回顾与启示[J].西安外国语大学学报,2017(1):67-71.
[20]邱琳.POA教学材料使用研究:选择与转换输入材料过程及评价[J].中国外语教育,2017(2):32-39.
[21]王文斌,李民.我国外语教育研究的理论框架:构建与解析[J].外语教学,2017(1):1-5.
[22]文秋芳.输出驱动假设在大学英语教学中的应用:思考与建议[J].外语界,2013(6):14-22.
[23]文秋芳.构建“产出导向法”理论体系[J].外语教学与研究.2015(4):547-558.
[24]文秋芳.“师生合作评价”:“产出导向法”创设的新评价形式[J].外语界,2016(5):37-43.
[25]文秋芳.“产出导向法”教学材料使用与评价理论框架[J].中国外语教育,2017a(2):17-23.
[26]文秋芳.“产出导向法”的中国特色[J].现代外语,2017b(3):348-358.
[27]文秋芳.“产出导向法”与对外汉语教学[J].世界汉语教学,2018(3):387-399.
[2] Ellis,R.Task-based Language Learning and Teaching[M].Oxford:Oxford University Press,2003.
[3] Ellis,R.& N.Shintani.Exploring Language Pedagogy through Second Language Acquisition Research[M].London and New York:Routledge,2014.
[4] Long,M.H.Native speaker/non-native speaker conversation and the negotiation of comprehensible input[J].Applied Linguistics,1983(2):126-141.
[5] Long,M.H.A role for instruction in second language acquisition:Task-based language teaching[A].In K.Hyltenstam & M.Pienemann(eds.).Modeling and Assessing Second Language Development[C].Clevedon,Avon:Multilingual Matters,1985:112-119.
[6] Long,M.H.Second Language Acquisition and Task-based Language Teaching[M].Malden,M.A.:Wiley Blackwell,2015.
[7] Nunan,D.Task-based Language Teaching[M].Cambridge:Cambridge University Press,2004.
[8] Robinson,P.Task complexity,task difficulty,and task production:Exploring interactions in a componential framework[J].Applied Linguistics,2001(1):27-57.
[9] Skehan,P.A Cognitive Approach to Language Learning[M].Oxford:Oxford University Press,1998.
[10]Waters,A.Advances in materials design[A].In M.H.Long & C.J.Doughty(eds.).The Handbook of Language Teaching[C].Malden,M.A.:Wiley Blackwell,2009:97-101.
[11]Willis,D.& J.Willis.Doing Task-based Teaching[M].Oxford:Oxford University Press,2007.
[12]Wen,Q.F.The production-oriented approach to teaching university students English in China[J].Language Teaching,2016(4):1-15.
[13]Zyzik,E.& C.Polio.Authentic Materials Myths[M].Ann Arbor:University of Michigan Press,2017.
[14]毕争.POA教学材料使用研究:评价产出目标的达成性[J].中国外语教育,2017(2):40-46.
[15]常小玲.“产出导向法”的教材编写研究[J].现代外语,2017(3):359-368.
[16]邓海龙.“产出导向法”与“任务型教学法”比较:理念、假设与流程[J].外语教学,2018(3):55-59.
[17]胡壮麟.对中国外语教育改革的几点认识[J].外语教学,2015(1):52-55.
[18]赖铮.英汉语言文化比较在大学英语教材开发中的应用[J].西安外国语大学学报,2012(4):75-79.
[19]马拯.任务型教学法研究30年:回顾与启示[J].西安外国语大学学报,2017(1):67-71.
[20]邱琳.POA教学材料使用研究:选择与转换输入材料过程及评价[J].中国外语教育,2017(2):32-39.
[21]王文斌,李民.我国外语教育研究的理论框架:构建与解析[J].外语教学,2017(1):1-5.
[22]文秋芳.输出驱动假设在大学英语教学中的应用:思考与建议[J].外语界,2013(6):14-22.
[23]文秋芳.构建“产出导向法”理论体系[J].外语教学与研究.2015(4):547-558.
[24]文秋芳.“师生合作评价”:“产出导向法”创设的新评价形式[J].外语界,2016(5):37-43.
[25]文秋芳.“产出导向法”教学材料使用与评价理论框架[J].中国外语教育,2017a(2):17-23.
[26]文秋芳.“产出导向法”的中国特色[J].现代外语,2017b(3):348-358.
[27]文秋芳.“产出导向法”与对外汉语教学[J].世界汉语教学,2018(3):387-399.