Table of Contents

Introduction
引 言
Chapter One The University of Iowa Chinese Spoken Language Instruction Model
第一章 爱荷华大学汉语口语教学模式
1.1 Chinese SLA Theory and Research
汉语二语习得理论和研究
1.2 Cognitive Psychology,SLA，and Psychology of SLA
认知心理学、第二语言习得和第二语言习得心理学
1_3 Context，Motivation，and Meaning Making
语境、学习动机和意义建构
1.4 Assessment
评估
Chapter Two Linguistic Perspective of Speech Acquisition and L2 Chinese Speech Acquisition Studies
第二章从语言学角度探析汉语二语口语习得
2.Mandarin Chinese Prosody
汉语韵律
2.1 Lexical Tones
词汇声调
2.2 Global Prosodic Phenomena
总体韵律现象
2.3 L2 Chinese Pronunciation Acquisition Studies
汉语二语发音习得研究
Chapter Three Cognitive Psychological Theory and Research
第三章 认知心理学理论与研究
3.1 Processing Approaches
加工理论
3.2 Emergentist／Constructivist Approaches
自然发生论（建构主义理论）
3.3 TAP Theory
适当迁移加工理论
3.4 Chaos／Complexity Theory
混沌／复杂理论
3.5 Learner Variables
学习者因素
Chapter Four Language Socialization Theory and Research
第四章 语言社会化理论与研究
4.1 The Social Turn in the Language Learning Field
语言学习领域的社会化趋势
4.2 Interface of Theory and Practice On L2 Instruction：TBLI
二语教学理论与实践的交集：任务型语言教学模式(TBLI)
Chapter Five SLA Theory and Research
第五章 第二语言习得理论与研究
5.1 SLA Theory：An Overview
二语习得理论：概论
5.2 Communicative Competence
交际能力
5.3 Classroom—Based Research on L2 Speaking
二语口语的有关课堂研究
Chapter Six Pedagogical Theories and Research
第六章教学法理论与研究
6.1 Grammar-Translation Method
语法翻译教学法
6.2 Direct Method
直接教学法
6.3 Audiolingual Method
听说教学法
6.4 Total Physical Response
全身反应法(TPR)
6.5 Communicative Language Teaching
交际语言教学法
6.6 Content—Based Instruction
内容教学法
6.7 Task-Based Instruction
任务教学法
Chapter Seven CALL Theory and Research
第七章 电脑辅助语言教学理论与研究
7.1 The Connections between CALL and SLA
电脑辅助语言教学与第二语言习得的相关性
7.2 CALL in Pedagogical Application
电脑辅助语言教学之教学应用
7.3 CALL in Speaking Acquisition
CALL在口语习得上的应用
Chapter Eight ACTFL Speaking Guidelines and National Foreign Language Standards
第八章 全美外语教学委员会口语标准和全美外语教学国家标准
8.1 Introduction ofACTFL Speaking Guidelines
全美外语教学委员会口语标准介绍
8.2 Introduction ofNational Standards
全美外语学习国家标准
8.3 Applications to L2 Speaking Teaching and Learning
在二语口语教学中的应用

Sample Pages Preview

To understand TBLI, we need to first define what a task is. In the context oflanguage instruction, Bygate, Skehan, and Swain (2001) defined tasks as "anactivity which requires learners to use language, with emphasis on meaning, toattain an objective" (p. 11). Brown (2007) provided a very similar, yet, accordingto him, a better-understood definition of tasks by quoting one of Skehan' s earlierdescription : "a task is an activity in which meaning is primary, there is a problemto solve and relationship to real-world activities, with an objective that can beassessed in terms of an outcome" (p. 242). Skehan, based on a review of task-basedliterature, presented several main features of a task in instruction:
要了解任务型语言教学模式，我们首先必须了解什么是任务。在语言教学界，根据Bygate，Skehan and Swain 2001年发表的研究，任务被定义为一种要求学习者通过语言的使用达到某种目标的有意义的活动(p.11)。以上述定义为基础，Brown(2007)提出了一个非常相似，但在他看来更为恰当的定义。他引用Skehan早期关于任务的描述：“任务是一种以意义为核心的活动。这一活动的目的在于解决一个与现实生活相关的问题。同时，活动结果可以用来评估检验活动目标的完成度。”(p.242)在综合与任务相关的文献后，Skehan(1997：95)提出任务在语言教学中最显著的几个特点：
Meaning is primary
Learners are not given other people' s meanings to regurgitate
There is some sort of relationship to comparable real-world activities
Task completion has some priority
The assessment of the task is in terms of outcome. (Skehan, 1998, p. 95)
意义是关键
学习者不是简单复述其他人所表达的意义
任务与现实生活中的活动相关
任务完成具有某种程度的优先性
任务的评估取决于任务的结果。