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1、BridgingCultures跨文化口語教程EnglishSpeaking:atask-basedapproachWhyBridgingCultures?Students’needs-aglobalizedjobmarketInternationalizedstudiesSurvivalskillsCross-culturalcommunication(moreandmorelaowaiinChina)Whatwecanofferthem?Fromcommunicativeconfidencetocommunicativecompete
2、nceBridgingCultures(ForeignLanguageTeachingandResearchPress,2005)Inspiredbyreal-lifeexperienceCommunicativeconfidenceCommunicationincontextAnimportantpartoffosteringinternationalizedtalentAwarenessofotherculturesUnderstandingofone’sowncultureWhytask-based?Tocreateaneffect
3、ivelearningenvironmentintheclassroom,weneedtoprovidethreeessentialconditions:theprovisionofexposuretothetargetlanguage;theprovisionofopportunitiesforlearnerstousethetargetlanguageforrealcommunication;andthepromotionofmotivationforlearnerstoengageinthelearningprocess.(Will
4、is,1996)DefiningtasksEllis(2003)Ataskisaworkplanthatrequireslearnerstoprocesslanguagepragmaticallyinordertoachieveanoutcomethatcanbeevaluatedintermsofthecorrectorappropriatecontentthathasbeenconveyed.Tothisend,itrequiresthemtogiveprimaryattentiontomeaningandtomakeuseofthe
5、irownlinguisticresources…Ataskisintendedtoresultinlanguageusethatbearssomeresemblance,directorindirect,tothewaylanguageisusedintherealworld.Likeotherlanguageactivities,ataskcanengageproductiveorreceptive,andoralorwrittenskills,andalsovariouscognitiveprocesses.Principlesof
6、atask-basedapproachFormandmeaning形式和意義結(jié)合原則Authenticity真實性原則Recycling循環(huán)性原則Taskdependency任務(wù)依賴原則Learningbydoing在做中學(xué)原則Scaffolding扶助性原則DifferencebetweentasksandexercisesWhatdistinguishesataskfromanexerciseisthekindofmeaninginvolved.Whereasataskisconcernedwith‘pragmaticmeaning’
7、,i.e.theuseoflanguageincontext,anexerciseisconcernedwith‘semanticmeaning’,i.e.thesystemicmeaningsthatspecificformscanconveyirrespectiveofcontext.Thus,a‘task’requirestheparticipantstofunctionprimarilyas‘languageusers’inthesensethattheymustemploythesamekindsofcommunicativep
8、rocessesasthoseinvolvedinreal-worldactivities.(Ellis,2003)Differencesbetween“exercise”and“task”(
