摘要
In this article, the authors assume that the learning/ acquisition process can be divided into three stages:'conscious incompetence', 'conscious competence' and 'unconscious competence', in all of which careful design of task types will be of great importance to entail the appropriate activities on the part of the learner. The authors further attempt to provide language teachers with a list of task types composed of action verbs (what learners can do with the material ) and possible objects of those verbs (what material is worked on ), which should be combined to generate a wide range of specific tasks. It is also suggested by the authors that in task design the focus on accuracy in encoding should lead as rapidly as possible to tasks that foster cooperative building of discourse with the focus on as fluent movement towards the goal as possible.
本文作者认为英语学习/习得过程可以分为三个阶段:意识到语言能力不足、有意识的语言能力和无意识的语言能力。在这三个阶段中,任务类型的仔细设计对给学生安排适当的任务极为重要。在文章中作者尝试着为英语教师提供由行为动词及其可能的对象结合而生成的一系列明确的任务类型。本文作者还建议在任务设计中,以精确为中心的语言生成应尽快引向以尽可能流利达到目标为中心的训练合作性话语运用的任务上。
