任务型语言教学

        David Nunan所著的《任务型语言教学》是1989年英国剑桥大学出版社出版的《交际课堂的任务设计》的全新版，是一部总结了过去20年来任务型语言教学的理论和实践成果的最新学术专著。该书强调教师发展和培训的范式应是“自下而上”而不是“自上而下”的。语言课程和大纲的设计应该融入学习者的知识视域和生活经历。把学习者和教师的知识视域和经历带人课程的有效途径是任务。任务既是方法、内容，也是课程。这是作者的一个很重要的教师发展观和课程观。
    新版本在原来的基础上增加了“任务型语言教学中任务和课程的其他要素之间的关系”，“任务型语言教学的实证研究基础”，“任务型语言教学中的形式教学”，以及“任务型语言教学中的评价”四个章节，使这本书无论从理论上还是实践上都更趋完善。作者从一个语言教育实践者和教育理论研究者的角度，用通俗易懂的语言，由浅入深地细数任务型语言教学的发展历程，与读者探讨任务型语言教学实践中的关键问题，以及分析课程和教师发展之间的关系等。

导读
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