在过去三十余年时间里,国际第二语言研究界对任务教学倾注了极高的热情,但不同时期的研究关注点有很大的不同,彰显了二语习得理论的发展。本文将对出现在不同时期的四大任务教学理论/教学框架做一综述性讨论,回溯整体二语习得研究及任务教学研究的发展轨迹,并吸引更多的研究者关注这一领域,推进相关研究的发展。
This article traces the development in task-based language teaching research over the past thirty years by discussing the four influential theoretical and pedagogical frameworks developed at different times and around different parameters of task-based language teaching. The four frameworks, put together, provide us a trace of the historical path that task-based language teaching has evolved over the past thirty years and mirrors the overall advancement of second language acquisition research.
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