銘德 發問時間: 社會與文化語言 · 10 年前

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『任務式語言教學』所依據的原理,則是完全以研究(research)為主的語言心理學。它應用第二外語習得的研究結論:讓學習者在完成任務的過程中產生大量的互動及協商,敦促學習的發生。『任務式語言教學』是以學習程序為訴求的(process-oriented)。『任務』只是設計來啟動學習程序用的。『任務』本身並沒有特別重要的意義。學生為了完成『任務』過程中不斷產生的互動而起舞,並非為『任務』的特殊價值而起舞。也就是說,『任務』只是一個在教室裏創造互動機會的機制,『任務』本身甚至可以是(而且通常都是)沒有意義的;它們只是教學用的『任務』。舉例來說,『你手中拿一張照片、我手中拿一張照片、然後我們兩人藉著交談來發現兩張照片的不同之處』,這樣的事在真實生活中不會發生,我們會去做這種比較是因為它可以增加語言互動的機會,藉著一問一答來促進語言的習得。換言之,『任務式語言教學』是以語言使用和語言習得為導向,學生喜歡參與這種課堂活動,是因為它能幫助學生學會使用這個語言

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  • piglet
    Lv 6
    10 年前
    最佳解答

    』『 Task-based language teaching is based on the principle, it is entirely to study (research)-based language psychology. It uses the second language acquisition studies: learners in accomplishing a large amount of interaction and negotiation, to urge the occurrence of learning. 』『 Task-based language teaching is a learning process for the demands of the (process-oriented). 』『 Task is designed to start the learning process is used. 』『 Task itself is not particularly important. 『』 To complete the task the students during the continuous generation of interactive and dance, not for the task 』『 special value of dance. In other words, the task 』『 only one in the classroom to create opportunities for interaction mechanism 』『 task itself can even be (and often are) meaningless; they are just teaching the task 『』. For example, You take a picture of the hands, my hands take a picture, and then the two of us by talking to find differences between two photos 』, such things will not happen in real life, we will to do this comparison because it can increase the opportunities for language interaction, through a question and answer to facilitate the acquisition of language. In other words, 『』 is a task-based language teaching and language use and acquisition-oriented classroom activities that students like to participate, because it can help students learn to use the language

    2010-12-26 23:40:08 補充:

    自己+英文老師指導

  • 10 年前

    The duty type language teaching' rests on principle, then studies the (research) language psychology completely primarily. It applies the research conclusion which the second foreign language custom results in: Let the learner in complete the task in the process to have the massive interactions and the consultation, urges the study the occurrence. 'the duty type language teaching' is take the learning program as demand (process-oriented). 'the duty' is only the design starts the learning program to use. 'duty' itself not specially vital significance. The student to complete the interaction which 'the duty' in the process produces unceasingly to dance, is by no means 'the duty' the peculiar value dances. That is, 'the duty' is only one creates the interactive opportunity in the classroom the mechanism, 'the duty' itself even may be (moreover usually is) does not have the significance; They are only the teaching use 'the duty'. For example, 'in your hand takes in a picture, my hand to take a picture, then our affiliation to talk discovered that two pictures the differences', such matter will not occur in the real life, we will go to make this kind of comparison will be because it may increase the language interaction the opportunity, as soon as soon as the affiliation will be asking answers promotes the language custom. In other words, 'the duty type language teaching' is take the language use and the language custom as the guidance, the student likes participating in this kind of classroom activity, is because it can help the student academic society to use this language

    參考資料: 雅虎的網頁翻譯
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