圖書簡(jiǎn)介

        David Nunan所著的《任務(wù)型語(yǔ)言教學(xué)》是1989年英國(guó)劍橋大學(xué)出版社出版的《交際課堂的任務(wù)設(shè)計(jì)》的全新版，是一部總結(jié)了過(guò)去20年來(lái)任務(wù)型語(yǔ)言教學(xué)的理論和實(shí)踐成果的最新學(xué)術(shù)專著。該書強(qiáng)調(diào)教師發(fā)展和培訓(xùn)的范式應(yīng)是“自下而上”而不是“自上而下”的。語(yǔ)言課程和大綱的設(shè)計(jì)應(yīng)該融入學(xué)習(xí)者的知識(shí)視域和生活經(jīng)歷。把學(xué)習(xí)者和教師的知識(shí)視域和經(jīng)歷帶人課程的有效途徑是任務(wù)。任務(wù)既是方法、內(nèi)容，也是課程。這是作者的一個(gè)很重要的教師發(fā)展觀和課程觀。
    新版本在原來(lái)的基礎(chǔ)上增加了“任務(wù)型語(yǔ)言教學(xué)中任務(wù)和課程的其他要素之間的關(guān)系”，“任務(wù)型語(yǔ)言教學(xué)的實(shí)證研究基礎(chǔ)”，“任務(wù)型語(yǔ)言教學(xué)中的形式教學(xué)”，以及“任務(wù)型語(yǔ)言教學(xué)中的評(píng)價(jià)”四個(gè)章節(jié)，使這本書無(wú)論從理論上還是實(shí)踐上都更趨完善。作者從一個(gè)語(yǔ)言教育實(shí)踐者和教育理論研究者的角度，用通俗易懂的語(yǔ)言，由淺入深地細(xì)數(shù)任務(wù)型語(yǔ)言教學(xué)的發(fā)展歷程，與讀者探討任務(wù)型語(yǔ)言教學(xué)實(shí)踐中的關(guān)鍵問(wèn)題，以及分析課程和教師發(fā)展之間的關(guān)系等。

目錄

導(dǎo)讀
Acknowledgements
Introduction
CHAPTER ONE  What is task-based language teaching?
  Introduction and overview
  Defining 'task'
  Broader curricular consideration
  Communicative language teaching
  Alternative approaches to syllabus design
  Experiential learning
  Policy and practice
  Learner roles
  Conclusion
  References
CHAPTER TWO  A framework for task-based language teaching
  Introduction and overview
  A task framework
  Syllabus design considerations
  Developing units of work
  Seven principles for task-based language teaching
  Conclusion
  References
CHAPTER THREE  Task components
  Introduction and overview
  Goals
  Input
  Procedures
  Task types
  Teacher and learner roles
  Settings
  Conclusion
  References
CHAPTER FOUR  An empirical basis for task-based language
  teaching
  Introduction and overview
  Early psycholinguistic models
  Interaction, output and the negotiation of meaning
  Task difficulty
  Conclusion
  References
CHAPTER FIVE  Focus on form in task-based language teaching
  Introduction and overview
  Theoretical and empirical issues
  Focused versus unfocused tasks
  Consciousness-raising tasks
  Procedural language
  The place of a focus on form in an instructional sequence
  Focus on form in the communicative classroom
  Conclusion
  References
CHAPTER SIX  Grading, sequencing and integrating tasks
  Introduction and overview
  Grading input
  Learner factors
  Procedural factors
  Task continuity
  Within-task sequencing: the information gap
  Topic-based/theme-based instruction
  Content-based instruction
  Project-based instruction
  Conclusion
  References
CHAPTER SEVEN  Assessing task-based language teaching
  Introduction and overview
  Key concepts in assessment
  The purposes of assessment
  Self-assessment
  Techniques for collecting assessment data
  Criteria for assessing learner performance
  Conclusion
  References
CHAPTER EIGHT  Tasks and teacher development
  Introduction and overview
  The self-directed teacher
  An in-service workshop
  Evaluating tasks
  Creating tasks
  Conclusion
  Postscript
  References
Appendix A  Approaches and methods- an overview
Appendix B  A unit of work based on the six-step procedure presented in Chapter 2
Appendix C  A unit of work based on the task/exercise typology in Chapter 5
Appendix D  Graded activities for the four macroskills
Appendix E  Common reference levels: self-assessment grid
Glossary
Author index
Subject index

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