eJournals Fremdsprachen Lehren und Lernen 42/2

Fremdsprachen Lehren und Lernen
flul
0932-6936
2941-0797
Narr Verlag Tübingen
Es handelt sich um einen Open-Access-Artikel, der unter den Bedingungen der Lizenz CC by 4.0 veröffentlicht wurde.http://creativecommons.org/licenses/by/4.0/121
2013
422 Gnutzmann Küster Schramm

The task approach to language teaching

121
2013
David Nuan
The purpose of this paper is to provide a general introduction to the task approach to language teaching. In the first part of the chapter I shall review the evolution of task-based lan-guage teaching (TBLT) in terms of its history, conceptual underpinnings, and empirical research. I shall then examine current key issues and concepts including text and task authenticity, content-based instruction, learning beyond the classroom, and performance-based assessment. In the final section of the chapter, I shall look at some future trends for this particular approach to language pedagogy.
flul4220010
© 2013 Narr Francke Attempto Verlag 42 (2013 2 4 D AVID N UNAN * The task approach to language teaching Abstract. ! ! ! # # the task approach to & € ! € ! % ! -" ! # - $ ! ! ! \ # ! \ # ! & € ! j ! ! ! # ! # j # ! \ - " ! # ! \ " # ! ! \ # -" ! # ! ! ! ! & € ! \ € ! ! #! ! e # & 1. Background € ! ! \ € % ! ! " # task-" ! # $ )& € # ! \ € % ! ! # ! #- # & € % ! ! % % ! ! # - ! ! ! # ! # _ ! \ % # ! ! - ! ! ! ! % ! # ! \ # \ ! ! \ “ ! | % ! “ #| # % # & 1.1 Historical background ƒ X”‰! \ ! \ % ! # ! ! % # % ! “" ! #| & X”•‰! X”‰! \ ! ! -! # j ! ! ! # ! % # ! # “ #! | # " & ! ! % # ! # - ! & ! ! # ! % % ! “" " j| ! " ! # pre- # ! - j # ! ! ! \ " # ! - ! ! ! ! ! # “" " j| ! \ ! ! ! & € % ! ! ! " ! ! ! # ! & ! # X”[ % " " S WAFFAR / A RENS / M ORGAN ! # % ! #! \ # ! # * Address for correspondence: ƒ & * & D AVID N UNAN \ @ ! \ -ƒ ! # # ! \ * \ < # +# \ X[Œ‰ & $ #&\ A ' +€> \ ”[‰•- X‰ @ & E-Mail: # # ‹ & Research areas: # ! \ ! ! - # ! \ # # & The task approach to language teaching 11 42 (2013 2 4 # _ ! < ! & S WAFFAR [ &] # # ! ! # \ # % " # j - ! ! ! & ! ! # ! \ % " # ! ! # ! # & # # ^ Ž> # " ! ! ! # ! \ ! ! \ \ " - ! ! ! ! % ! ! #& # !  # ! " # # \ ! ! # the tasks ” (S WAFFAR / A RENS / M ORGAN X”[^ YX & S WAFFAR [ &] % ! \ # ! \ #\ % ! ! " # " # & ! % ! % -# #\ % # % ! % - & € ! # # ! " % # $ € % & € ! % \ + + -M @6 € [‰‰X"^ - # ! ! & % A ' y'; X”•Y \ ! # ! ! " # ! # % ! % ! ! # ! " ! & #! # # ! # ! - # ! ] & ! # ! " # " + + -M @6 € ^ - ! \ # \ # \ # ! # - ' \ -! # $ \ \ - ! \ ! -" ! #\ # & ! ! ! \ ! # ! # ! & ! \ # ! % ! ! & > ! " % " \ # ! " # ! ! ! # \ ! \ ! ! $ & ! # ! ! - ! % # -" ! # %! & & _ ! - # % ! " ! ] " # -" ! # % %! ! #Q _ ! ! ! ! _ ! ! & ™ ! ! ! "- ! ! ! ! #! \ % #! # % ! ! ! ! \ % # # ! ! " & - ; >+ X”••\ X”}[ 1 ! _ # # ! ! \ ! - # ! & * ! ! ! # % " # # % j ! # # ! # % j ! ! # ! # % #! # ! ! & ! ! ! ! # ! # ! ^ " ! - % % ! % % % & ! " “ |! ! | ! & ' \ ! ! # speaker has 1 % ! ! # # " ; >+ X”••\ " _ # " # # & 12 David Nunan 42 (2013 2 4 % # # ! & " " # % ! ! ! ! ! % # ! ! & 2 y ! ! \ # ! # ! ! # # & @ X”}‰! \ ! # # " % # - " ! #& 3 \ " \ # ! \ $ #& - # " ! ! # " # ! X”}‰! \ # # " “ | # ! # # & ! ! j # ! % \ # ! ! " #- ! ! & ! ! „ & € % ! X””‰! „ ! > ! +# \ # ! # Ž " ! + ‘ # ! # ! | " # ! # # j ! ! them- ! ! ` ! ! # ! | ! # ! % #! \ # ! # \ ! # - # ! # ’ W * X””Œ^ X & \ { \ X”””\ > ! +# # ^ “The task-" ! #  % + ! ! " ‘ ! # ! ! j % # j " ! # % language through act ! # ! # ! \ # ! ! ! & ! # # ! % # ! ! ! & -‘ \ ! -" ! # ! ! # ! ! " ! ! ’ ( * X”””^ ŒX & ! € # # # % + + -M @6 € [‰‰X" \ ! " # \ ! # & ! \ ! ] # ! ! " ! # - # ! & ! # ! # # ] ! $ % ! # ! ! !  -" ! # # -" ! # ! - & € j ! \ € % # # # $ ! % ! ! ! ! ! & € $ ! “ # ] | “ #|\ " ! #! ! ! ™ \ ! # \ # ƒ ! - 6 ! ! \ % - ! ! # ! # ! " ! # 2 ! # ! ! " # \ # - \ ! S €<'y' [‰‰X & 3 € ! # ] # ! & % # " ! ! - " ! #\ “ | % ! \ ! "! # ! # ! \ ! \ # # # # j \ # % # & The task approach to language teaching 13 42 (2013 2 4 ! # \ $ ! " ! \ % % ! ! ! \ j \ E € [‰‰Y` S {+ ' X”” & ! ! \ ! ! ! % " % # #& ! ! -" ! # ! \ ! ! \ ! ! # ! " # % ! ! ! ! & ! # ! ! - _ \ " % ! # # & € % # ! \ # # ! ! \ # ng „ # { \ # ! ! " " ! " " % ! # ! ! & € ! _ ! ! ! # ! " # " + + -M @6 € [‰‰X" \ - ! # # ! \ # % ! ! ! # % #& ! \ € # ! ! - + ! ! " # ! ! ! -ƒ & € # # ! # % \ ! \ ! ! ! # ! # $ ^ Ž-‘ ! ! # % # ! ! # # & ƒ + ! ! ! ! ! % ! # _ # \ ! ! " \ ! ! ! ! ’ (N @' ' [‰‰Œ^ •‰ & 1.2 Defining TBLT ! ! " # # ! % ! & y ! # ! % ! # " ONG X”^ ” ^ Ž-‘ % # ! ! \ ! % #& ! j ! ! ! # \ # ! ! #\ \ " ! ! \ ! \ " % " " \ # ! \ \ % \ ! ! \ ! \ % _ \ # ! # ! # ! ! ! #& € % #! \ " “ ! | ! # # # ! # # \ % \ \ # " % &’ ! ! j % € # “ -% #| “ | ! \ ! - ! ! # ! ! & 4 ! ! # ! ! ! # # ! ! & € % _ \ j \ j ! # # ! # ! ! ! & Ž-‘ % ! # ! ! ! ! # ! # & & ! ! ! & j \ # % % ! \ ! ! # # " # ! ! ! & ! ! # & ! ! _ ! ! % % " # # ! ! ! ! ! & ! # #! 4 ! \ € # % “ -% #|\ ! # ! ! ! ! ! % ! “ |& ! ! \ ! ! ! & ! ! ! % & % \ € % % # ! " - ! ! % #& 14 David Nunan 42 (2013 2 4 ! ! ! ! # -‘ ! # ! ! ! ! % ! " # ! % ! ’ R € 6* / P / W +$+6 X”•^ [” & € [‰‰Œ " $ \ € # ! ! \ ! ! % ! Ž ! ! % ! ! # \ \ # % ! ! # - " ] % # # j ! ! \ # % ! ’ N @' ' [‰‰Œ^ Œ & € ! # ! # ! ! ! ! & € % #! \ % % # " # ! ! # ! _ \ " " ! # ! % \ % " \ ## # #& ' % ! # # - ! \ ! ! ! ! ! # ! ! ! ! ! & € % #! \ ! # ! ! # " " ! % ! ! # ! ! - # " # # ! # ! ! & S {+ ' X”” \ # % " % ! \ ! ! - ! ! & ! ! |! ! ! ! ! " -% # ! ! ! ! ! ! ! ! ! ! ! & 1.3 Principles € ! ! \ € ! # " # ! " ! # $ (N @' ' [‰XY ^ Œ} & ! ! ! # ! ! % " # " # & 1.3.1 The point of departure for developing courses and materials is an inventory of learner needs rather than an inventory of phonological, lexical and grammatical items Tra# ! ! " ! # ! “ #|& # ! " ! " ! # ! _ \ j # ! ! " ! ! # ! # ! # & $ \ #\ ! “ ce #|\ # ! " ! % ! ! #! ! ! ! % # & ! ! # # ! # % ! ! & 1.3.2 Learners develop the ability to communicate in a language principally through using the language rather than memorizing discrete linguistic items # ! -" ! # % # -" ! #& - ! _ ! ! " ! ! ! ! ! ] " The task approach to language teaching 15 42 (2013 2 4 # ! & ! # ! # j - ! & ! € % # ! j ! \ j # ! ! ! # % $ & 1.3.3 Personal experience forms the departure point for the learning ! ! # j ! - ! ! " ! % % ! # %& ! ! ! " # " # ! " % % # %& ' % % # # ! ! # j ! % # # ! ! % ! ! #& % " - ! % ! # # ! \ P € <+ X” # # ! ! ! # # & # % ! # % # # ! ! % % # - j ! % # ! ! & ™ j % # " # j ! ! ! \ ! ! # % % # & 1.3.4 Learning process and strategies are as important as language content ! % \ " ! ! ! ] # e processes # ! ! # & ! ! # ! ! & ! # - ! ! ! ! # # _ # ! & ! ! ! ! ! $ \ # ! ! ## ! ! ! & ! % " ! ! ! ! "! " ! ! ! # # # % " ! ! j \ ! % ! ! ] \ # # \ $ & # \ j ! ! ! # # ! ! % \ \ # # \ # - ! # ! ! & 1.3.5 There is a systematic link between the pedagogical world and the experiential world outside the classroom ƒ # ! ! " # “ ! | ! ! \ ! ! & ! ! ! ! % \ ! " ! ! ! \ ! ! \ ! ! \ #! ! ! % # ! # ! ! & ™ “ | ! ! \ " % ! ! ! # ! ! ! ! # & 6 # ! ! ! % ! " ! ! " % - ! ! ! ! # ! ! ! # be clear to the tea #\ # # # \ ! # & X• David Nunan 42 (2013 2 4 2. Theoretical roots 2.1 Constructivism and experiential language learning # % # ! # ! " % ! ! ! # ! ! Q j # ! & ! ! ! # ! ! # " ! # ! “ ! | % e % & ! # ! # % % # -" ! # # # ! % & ! ! Q j # ! \ #\ ! # ! ] ! lea ! _ % # # ! ! Q ! ! & € ! # % # # -" ! # & € ! ! ! ! ! ! \ ! # ! " " #& € j ! ! ! \ " str #\ # ! - ] # ! & ! % # ! j ! & 6 j ! & ! - ! # % # # ! # ] & ! ! ! ! ! j - ! " ## # % \  ! ! j ! ! ! ! ! ! ! & +j ! " # # " # ! ! # ! ! \ ! # \ # # # ! & € # \ ! ! ! ! - # % ! ! * # K y $ % ! # ! ! # & € ! # K y $ X”Œ \ ! % # % # # % % # # ! ! & # ! " ! ! ! # j # " # # j ! ! # ! (N @' ' [‰‰Œ^ X[ & ! # # \ ! ! ! ! # % ! ! Q j # ! K y y'+' X””[ & € [‰‰Œ " $ \ € ! ] # ! ! ! Q j ! j ! # # ! # $ & These are as %! ^ + ! % # % ! ! ! % # & + ! ! \ " ! & + " ! # % #! ! " ! \ ! # # & + ! ] ! ! # \ - %-to- \ ! - _ \ ! # ! ! & + ! -# # -# # & ƒ ! j ! & The task approach to language teaching X} 42 (2013 2 4 ! ! & € { |! % % #! ^ Ž+j # ! " ! ! % ! - ! % & ! " " ! ! -# # # ! ! " ! % & ! ! ! ! # ! \ " ! " ! # j ! & € ! # ! ! ! # ! # #! " \ ! - ! ! % ’ K y y'+' X””[^ X} & +<@ {+ / T y> X””X ! # " ! ! # & " ! # % ! \ " ! ! " \ # ! # ! \ # ! % ! ! “ # ! | ! #& 6 ! " \ € % ! ! " # ! " ! # \ # ! ! & +<@ {+ # T y> " % % # ! # # % ! \ % \ % ! " % % \ ! ! “ # #| # \ ! & { % # -" ! # # ! ! ! # % ! % #& ! " ! # " ! ! ! ! & ! ! " \ ! " % & ! ! # % # ! & # # \ Ž* ! € ! \ ! # ’ # % " # ! #& % % ! ! ! ! & ! ! # ! ! % #\ % ! ! + ! ! ! ! # # ! j - ! ! # ! | % & ! # ! ! ! ! ! ! # ! ! ! \ % ! #! " ! " # # ! ! \ # % ! j ! “ ! |& 2.2 Synthetic versus analytical learning € #-X”}‰! \ ! " # % ! ! % # ! & " % ! Notional Syllabuses " * # W € {€' (W € {€' X”}• & ™ % # ! " ! ! # ! ! # ! ! \ W € {€' # ! # " - # % ! & ! " ! ! ! #& # ! " ! # ! ! " # % ! "! ! ! ! #! \ % #! # ! & ! ! ! ! ! # ! ! " “! ! ] | & ! " ! ! " ! \ " & # ! " ! # ! ! ! #! ! ! % # % & " ! ! ! “ | " ! ! - X David Nunan 42 (2013 2 4 # % ! ! # ! ! ! ! ! ! & ! W € {€' ^ Žƒ ! ! ! ! ! # ! ! ! ! ! # # ! ! ! ! -‘ ! ‘ ] # ! ! ! % # #! ! ! ! ! ! ’ " #&^ XY & ! " ! ! ! ! # ! ^ ! -" ! # \ content-" ! # ! \ ! " ! ! \ # j -" ! # ! " ! ! " ! " # & * ! # ! \ ! # ! ! ! ! ! "! ! ! & ! ! ! ! ! #- # & 2.3 Mastery versus ‘organic’ learning > ! % ! # ! # # ! " $  - $ yy> X”•‰! ! $ yy> X”•` X” & " ! ! " # - ! ! ! % " j ] # " # ! " # % ! " ! ! ! ! & ! ! _ # # # - # " ! " \ # ! ! # " & y" ! # " ! \ # ! % # - # j # ! # ! # ! & € ! \ _ ! \ ! ! ! - " % ! # ! " # # ! & # - ! ! ! ! ! " ! # ! # - the ! ! & > ! # ! " % ! " ! # ! ! - # ! _ \ # ! # ! j ! ! " # & € # \ ! ! " ] # ! " ! " ! ! \ # #! % ! ! " # & ™ % ! " % ! " ! ! ! ! % ! - ! #\ # ! % ! % _ ! & € ! ! " % $ & " ! # ! ! ! on a m # ! _ ! & ! ! % € ! % # n ! \ % # ! ! # -" - & " ! learners # _ \ ! ! - ! ! & + ! % N @' ' X””” \ € # “ | - ! & # “ | ! - The task approach to language teaching X” 42 (2013 2 4 # ! # _ ! # ! & ™ ! ! \ # ! # # ! ! ! ! ¡ ¡ % " # \ ! % # ! # # ! ! j ! % & ! ! ! # _ ! % # " # % & ! ! \ ! # \ " ! ! ! ! # & - ! % ! # ! \ # % ! & % \ \ " % % & # ! # # # " j ! N @' ' X”””^ X‰” & 2.4 Learning processes ! " \ " “ ! " # | % ! # _ % ] & € ## ! " # " ! #\ ! ! ! # ! " # # # & € % #! \ ! ! ! ! % ! # & € # \ ! #\ # ! ! # % \ # # " #\ # \ " ! ! " ! # & € \ ! " % ! " ! # ! ! # ! _ # # ! # ! _ j ! ! ! # - ! ! $ REEN X”} & 3. Empirical basis € ! ! \ € ! ! ! ! # $ & € " % ! ! ! # ! ! " ! & 3.1 Learning styles and strategies ! # ! ! $ ! ! " ! ! & € ! \ ! € # # #\ # ! ! " # ! Y‰ ! \ $ ! ! ! ! # % #& e ! ! ! \ ! % ! # j ! " # # ! ! ! ! ! ! & # \ ! # ! ! ! \ # ! $ ! ! " % ! ! % # # j % #\ # # # - # j % #& # \ % % ! ! # # " # #! ! # ! er! # & j \ % % % ! ! ! ! # ! #\ ! ! ! # ! ! ! ! ! ! & 20 David Nunan 42 (2013 2 4 ! ! " # # ! # # ! ! ! # # ! N @' ' X””” & ! ! \ #\ ! ! ! j " # " ! & € ! \ _ ! ! ## ! ! # " ! ! ! # ! " % ! ! # ! # _ ! # % ^ X ™ ! ! " % ! ! # - ! ! ! ! # \ " #\ # ! › [ * ! ! ! ! › Y ™ ! ! ! › 3.1.1 The relationship between learning strategy preferences and other learner characteristics  ! ! " ! ! ! " ! " % ! ! # " ! ! ! ! ! " #\ \ # # & y ! ! ! ! ! % ! - # _ % ! % " W € €'< X” & * % # X} ! _ ! # %& " # ! # ! # & ! ! ! ! % ! " - " ! ! # # % ! ! & ! ! - # ! # % ! ! ! \ ! ! ! ! % ! #\ ! ! \ % " - ! "- " #&^ X‰-XX & 3.1.2 The characteristics of the ‘effective’ language learner “ #| “ | ! " ! ! ! ! % % % # ! # \ % ! % ! & y ! ! ! ! ! ! ! ! # ! ! " ! & ! \ \ # ! ! ! ! ! # ! ! W ONG / N @' ' 20XX & ! ! ! ! ! ! ! ! - ! ! ! % “ |\ ! ! - - ! ! ! ! ! ! \ #  languages a # & 3.1.3 Strategy training and task performance ™ " ! ! # ! ! ! - \ ! ! ! % #& G REEN / O ¢ y6* X”” # ! ! " % ! ! # ! ! ! & ! # ! # % ! ! - ! ! ! & N @' ' X””} # \ ! - # The task approach to language teaching 21 42 (2013 2 4 ! - " ! ! # ! # ! ! ! ! ! \ # # " ! ! " % ! # ! ! + ! & € ' j \ y +' [ &] X”” # y +' X””• ! # # ! - ! ! # ! & € j \ j ! # ! - " ! ! % ! ! ! j ! & \ ! # # N @' ' X””” \ ! # " " ! ! ! # ! ! & % \ ! ! % % # " ! ! ! ! & 3.2 Psycholinguistic mechanisms ! ! + # ' ! ! $ \ € % # ! ! # \ ! $ #\ % ! ! ' ! ! ! ! ! # _ ! & € X”‰! \ ! ! % ! # \ ! # ! ! " % ! - ! ! \ # _ ! & 6 ! ! % ! # # % % K 6 +' X”X` X”[ % ! ! " ! ! # # % & K 6 +' ! # % ! ! ! ! # lan- _ ! ^ ! ! # ! " ! ! _ ! & € # ! \ ! ! # % # " ! " ! ! _ #& ! _ ! % ! ! " & € % #! \ ! _ # % # ! # ! ! ! & ! ! # ! % ! ! ! & Ž™ #! ! ! # # ! ! " ›’ ! ! ! "! _ ! #& T ! % ! # " Ž ! ! ! j ] # ! ! % ! % ! # # ! # ! - ! &’ ONG X” # ! " % ! # ! ! # _ ! % ! # \ ! " ! # - " & % ! ! %! ^ # ! ! # ! ! ! # " ! - ! " ! & ! has # ! ! ! " & € ! " ! " # _ ! \ %! ! # ! ! _ ! & S ™ €' X”` X”” # % ! " ! ! ! \ ! ! _ ! & ! ! # ! # - & ! ! - - " Ž ! " ! ! ’& \ # ! ! # ! ! & # ! ! ! ^ 22 David Nunan 42 (2013 2 4 Ž ! _ # ! ! & ! ! ! ! ! % j ! “ " # |& _ ! % " j ] # % ! ! ! “push| ! ’ N @' ' X”””^ X & 3.3 Communicative competence # # " # # $ & @ X”}‰! \ % ! # ! ! & € % #! % ! ! ! ! ! ! ! ! ^ \ j \ # ! & ! % ! % ! \ % ! # # " ! ! * ; >+ X”••` X”}[ & ; >+ # ## ! ! ! ! ! \ ! ! ! # # % % ! # j % % % & * % \ # # # ! ! ! # ! " % ! - & € X”‰\ ' + # S ™ €' " # % ; >+ \ # " ] # ! ! ! "! # - ! ^ \ ! # ! ! & \ \ # ! ! \ % ! ## #& < - # # % " " ] ! % # & ! - # " ! ! ^ % ! % % % # % & # # % " “ | ! ! # ! ! # - % % # # % ! \ % % ! # ! & * ! ! peten # " ! ! “ |\ ! \ % ! ! # ! ! ! \ % - ! ! -! & 4. Key Issues and trends € ! ! \ € ! ! ! # ! ! % # # ! $ & ! ! ! ! - \ -" ! # ! \ " # ! ! \ # - " ! # ! ! ! ! ! & 4.1 Authenticity: text and task “ | " " ]] % # # ! & € \ # \ ! ! # # j ! ! # % & > \ ! ! ! " & € ! ! € ! # % " ! & The task approach to language teaching 23 42 (2013 2 4 j ! ! ! # % # ! " % % # # ! & ! % # j ! % # # ! # & - ! & j ! ! ! ! “# - #| # \ # ! j # ! % ! ! % " # # ! % & $ ROWN / M +' + X””Y Q - # ! ! ! # j ! " # “ | # # ! ! # “ Q # | # % ! # & 4.2 Content-based instruction -" ! # ! $€ ! # # ! % & %- \ ! ! ! ! % $ \ % ! % € # # ! ! & € $€\ ! ! # % ! " ! ! & * ! ! ! "! # # $€ " \ ! Ž! ! ! " # j ! ’ * € y' / W € € > [‰‰X^ } & 5 ! € # # " \ # # ! $€& S NOW (2013) spells out # ! # ' j ^ - ! # \ -" ! # # \ # ! # # & ! # ! # ! % ! # ! # ! ! ! \ ! # ! ! #  ! ! - \ ! \ ! # ! -! # \ # # % ! ! ! & ! # # # j ! \ ! ! # ! # ! # ! ! #& -" ! # # % ! ! # # - j ! % ! # ! # ! " # # % ! # ! # ! # ! # & ! # # " # " ! # # j ! % ! # # ! -! # ! # ! ! ! % " ! # ! # ! & Ž sheltered # ! # |! # " ! [ ! # ! ! ! - ! ! ! ’ " #&^ ŒŒX & $€ # $ " ! # \ ! ! ! | - #! ! ! \ ! \ j ! ! ! & ! ! ! & 5 -$ ! # € ! $€ # -$ ! # $ # ! ! ' & > + \ # # € # € ! " ! % ! # _ la ! % + @ & 24 David Nunan 42 (2013 2 4 4.3 Beyond the classroom % # # ! " # ! ! - ! # ! & ! # ! " ! # " + ! ! " \ # # # " # " " _ & # ! ! ! # ! -" ! # ! j ! & € \ # " # + ! \ - ! \ ! \ < \ \ #\ ! \ % # - ! # ! ! ! „ ! # { \ ! # " " ] # -scale # ! # ! ! ! ! \ ! “! #| # “ | " ! " & € ! # \ N @' ' [‰XY ` " % ! " # ! # ! ! ! % ! ! ! " j ! \ { # % # ! ! + ! " # ! ! - \ # + ! ! \ % ! + ! ! ! ! ! + ! % ! + ! ! ! ! ! # # @ # ! & 4.4 Performance-based assessment # ! ! ! ! ! ! ! of ! ! ! ! for & % ! \ ! " ! # # ! ! ! ! \ % ! " ! % ! & € # ! ! ! ! ! # ! ! ! ! - \ ! \ # ] j ! ! & ! # " ! # # # # " \ % ! # ! ! ! ! ! - # & j \ ! ! # ! ! # \ ! ! # ! ! ! # # \ ! \ " " # ! ! & # # ! ! ! ! ! % ! % # \ ! - " & ; % ! ! ! ! # ! ! % ! # ! ! ! ! & * ! ! ! ! ! ! \ # #\ " " - ! " & * ! ! ! ! ! ! # ! & ! ! ! - \ ! ! ! ! " % % ! _ # # ! ! ! ! ! \ # % % " _ # # ! # ! ! & ## \ # ! " # ! ! ! ! ! % ##  # \ #" ! \ # _ ! _ # ! # # \ % ! ! ! # ! & The task approach to language teaching 25 42 (2013 2 4 5. Conclusion € ! \ € ! ! ! - -the- ! -" ! # & € # ! $ j \ ! ! ! # \ ! % ! ! # ! at # X”•‰! \ # % ! X”}‰! & € ! # # ! % ! ! ! ! # ! ! $ & € X”‰! \ € % % € " " ! " - $ (N @' ' X”” & € ! ! \ " ! \ ! \ # # ! ! ! \ # - ! ! $ " #& * ! ! \ ! ! % # ! # ! #\ # ! ! % " e class- & ™ ! # " ! ! # ! & ! # ! # # ! # ! % #! ! " " # S +' y@ + X”} & ! ! % ! ! ! %\ ! ! # ! \ # ! % " # # j & € ! ! " # |! ! ! & € ! \ € # ! ! ! " j # ! \ -" ! # ! \ " # ! ! \ # - -" ! # ! ! ! ! ! & € ! " ! ! ! ! ! ! ! % " $ ! " & Literature A ' y'; \ +#% # >& X”•Y ^ Ž \ # # _ ’& € ^ English Language Teaching X}\ •Y-}& $ yy> \ $  X”• ^ ! & € ^ Evaluation Comment X\ [\ X-& $ yy> \ $  #& X” ^ Developing Talent in Young People. ' % ; ^ $ $ ! \ X- X[& $ REEN \ > X”} ^ Ž " ! ! # ! ’& € ^ '* €' / M @6ƒ ; #! & \ [Y-Œ•& $ ROWN \ Q M +' + \ & X””Y ^ “ ! * ! ”& ƒ ! # + y \ < \ > X””Y& ' + \ > Q S ™ €' \ > X”‰ ^ Ž " ! ! ! ! # # ! ’& € ^ Applied Linguistics X\ X-Œ}& '* €' \ ! topher / M @6ƒ ; \ * #! & X”} ^ Language Learning Tasks& + % # ! '„^ ƒ - & * X””” ^ Syllabuses for Secondary Schools: English Language Secondary 1-5. { ^ - * \ > ! +# & + + -M @6 € \ > #& [‰‰X ^ Teaching English as a Second or Foreign Language. # # & $ ! > ^ £ & + + -M @6 € \ > [‰‰X" ^ Ž ! ^ %’& € ^ + + - M @6 € #& [‰‰X \ Y-XX& + + -M @6 € \ > Q $ 6€' y' \ * Q S NOW \ > #! & [‰XY ^ Teaching English as a Second or Foreign Language. $ ! ^ ' < Q & [• David Nunan 42 (2013 2 4 y +' \ # % X””• ^ “ ! ! ! # ! ”& € “”• - ! \ #\ ! X””•& y +' \ # % Q W EAVER \ ! Q € \ Tao-; X”” ^ “ ! ! -" ! # ! ! ”& 6 ! 6 \ ' 6 ! \ @ - ! > ! & * € y' \ ! Q W € € > \ [‰‰X ^ Ž€ # ^ @ ! # ! ! ! ’& € ^ M y ' \ $ # Q +@'< \ ! Q * € y' \ ! #! & ^ English as a Second Language in the Mainstream: Teaching, Learning and Identity. %\ @&{&^ \ X-}‰& E € \ 6 # [‰‰Y ^ Task-Based Language Learning and Teaching. yj #^ yj # @ ! ƒ ! ! & G REEN \ „ >& Q O ¢ y6* \ 6 " X”” ^ “ ! ! ! \ [ \ # # ”& € ^ TESOL Quarterly [”&[\ [•X-[”}& ; >+S \ * X”•• ^ Ž % ! ! ’& € ^ $ 6€< \ ™ #& ^ Sociolinguistics& ^ > \ XXŒ-X& ; >+ \ * X”}[ ^ Žy ’& € ^ P 6€*+ \ „ Q y >+ \ „ #! & ^ Sociolinguistics: Selected Readings& #! % ^ ƒ \ [•”-[”Y& K y y'+' \ X””[ ^ Ž+j ^ ! # ! # ’& € ^ N @' ' \ * # #& ^ Collaborative Language Learning and Teaching& " # ^ " # @ ! ƒ ! ! \ XŒ-Y”& K y $ \ * # X”Œ ^ Experiential Learning: Experience as the Source of Learning and Development& + % # '&„&^ ƒ - & K 6 +' \ X”X ^ Second Language Acquisition and Second Language Learning& yj #^ ƒ ƒ ! ! & K RA +' \ X”[ ^ Principles and Practice in Second Language Acquisition& yj #^ ƒ - ƒ ! ! & +<@ {+ \ > Q T y> \ % # X””X ^ Process and Experience in the Language Classroom& # ^ & ONG \ > X” ^ Ž€ # ! # _ ! ’& € ^ G ASS \ ! Q M **+' \ #! & ^ Input in Second Language Acquisition& 6 % > ! ! &^ ' %" ! \ Y}}-Y”Y& N @' ' \ * # X”” ^ Designing Tasks for the Communicative Classroom& " # ^ " # @ ! ƒ ! ! & N @' ' \ * # X””} ^ Ž* ! ! # ›’ € ^ RELC Journal\ * - " X””}\ •-X& N @' ' \ * # X””” ^ Second Language Teaching and Learning& $ ! ^ £ & N @' ' \ * # [‰‰Œ ^ Task-Based Language Teaching. " # ^ " # @ ! ƒ ! ! & N @' ' \ * # [‰XY ^ Ž ! -" ! # # ’& € ^ + + -M @6 € Q$ 6€' y' / S NOW #! & \ Œ-Œ}‰& N @' ' \ * # [‰XY" ^ Žy ! " " ! - # ! ’& TESOL International Association Annual Conference\ * ! \ j ! \ > [‰XY& P € <+ \ „ X” ^ The Language and Thought of the Child. # ^ 6 # # { ƒ & R € 6* \ „ / P \ „ Q W +$+6 \ # X”• ^ Longman Dictionary of Applied Linguistics. # ^ & S €<'y' \ # [‰‰X ^ Ž % - ! ’& € ^ + + -M @6 € #& [‰‰X \ XY-[& S {+ ' \ ƒ X”” ^ A Cognitive Approach to Language Learning. yj #^ yj # @ ! ƒ ! ! & The task approach to language teaching [} 42 (2013 2 4 S NOW \ > & [‰XY ^ Ž -" ! # # ! # ! ! #Q ’& € ^ + + -M @6 € Q$ 6€' y' / S NOW #! & \ ŒY-ŒŒ& S +' y@ + \ % X”} ^ An Introduction to Curriculum Research and development. # ^ & S WAFFAR \ „ / A RENS \ { / M ORGAN \ > X”[ ^ Ž ! ! ! ^ 6 # - # ! ! ’& € ^ Modern Language Journal ••\ [Œ-YY& S ™ €' \ > X” ^ Ž ^ ! ! " # - ! " ! # ’& € ^ G ASS \ ! Q M **+' \ #! & ^ Input in Second Language Acquisition& 6 % > ! ! &^ ' %" ! \ [Y-[• S ™ €' \ Mer X”” ^ Ž ! ! # ’& € ^ OOK \ < Q S +€* y +6 \ $ " #! & ^ Principles and Practice in Applied Linguistics: Studies in Honour of H.G. Widdowson& yj #^ yj # @ ! ƒ ! ! \ X[-XŒŒ& W * \ > #& X””Œ ^ The Course of Study for Senior High School. Foreign Languages [Eng- ! ! ‘& ^ { # & W € {€' \ * # X”}• ^ Notional Syllabuses. yj #^ yj # @ ! ƒ ! ! & W € €'< \ { X” ^ Learning Styles in Adult Migrant Education& # # \ ! ^ ' 6 ! & W ONG \ Q N @' ' \ * # [‰XX ^ “ ! ! # ! ! ers”& € ^ System Y”&[\ XXŒ-X•Y&