摘要
Although these dimensions are presented in Figure 2 as if they were properties of the tasks themselves,it would be more exact to say that they are properties of the learners as they engage in the tasks.For example.even though a teacher may plan and conduct a communicative language practice task with the intention of stimulating leamners to work with a balanced focus on form and meaning(centre top in the diagram),some learners may focus almost entirely on the forms they are attempting to produce(top left).whilst others may focus enti rely on getting their meanings across(top right).Some learners may lack involvement altogether,and be somewhere in the bottom section,towards the left or right,depending on how their limited amount of attention is distributed between form and meaning.
出处
《基础教育外语教学研究》
2021年第10期35-37,共3页
Foreign Language Teaching & Research in Basic Education
