本文通过教学实践来探究语法教学中应用任务型教学模式的可行性和有效性。
A task-based approach is supposed to be an effective method in promoting learners' language competence.
任务型教学模式指出：语言学习的“任务”是指有目标的交际活动或为达到某一具体目标而进行交际活动的过程。
TBLT advocates that the tasks of language learning are activities in which students work purposefully towards an objective or the communicative process in getting to concrete objective.
任务型教学模式提倡教师在课堂教学中以“任务”为中心来进行教学，让学生在实践中带着明确的任务目标，积极主动地进行学习。
Task-based teaching model promotes teachers in the classroom teaching to "task" as the center for teaching, for students to practice with a clear mission, and actively learning.
本文介绍了真实语境中任务型教学模式的起源、理论基础、案例设计等内容，并对该模式设计中的环节与注意问题进行了简单的探讨。
This paper discusses about the origin , the theory and the design of task-based teaching model in the real-language-condition. Some problems in the process of the design have been discussed as well.
本文旨在探讨什么是任务型教学中的“诧异”，并试图设计出一个“诧异”教学模式。
This paper mainly discusses what a surprise task is and tries to propose a model for surprise task activity.
第五章重点介绍了主要的听力技能，并对其课堂训练模式进行了探讨，主张将任务型教学运用于课堂听力技能的训练。
Chapter Five focuses on the main listening skills and the classroom teaching of listening, and proposes a classroom training model of listening skills from the view of task-based approach.
任务型翻译教学模式是基于建构主义学习理论和二语习得理论而构建的符合当今“任务时代”潮流和我国翻译教学实际的一种模式。
Based on the learning theories of constructivism and sla theories, the task-based translation teaching model is a suitable model for "the task Age" and the reality of our translation teaching.
文章试图从任务合作式、自我驱动式、案例反思式、分类归档式等教学模式来建构行动研究型英语口语教学模式。
This article attempts to establish the behavioral research - based teaching from the teaching modes of task - cooperation, self - activation, case - reflection and archives - classification.
该文对任务型的教学模式的本质进行了研究，对它加以改进、深化，并将之用于职业教育的计算机教学，取得了好的教学效果。
This essay has studied the essence of task-based teaching mode, thus improved and deepened it, and applied it to computer teaching in vocational education, which resulted in satisfying effect.
任务型教学法是比较适合于大学英语听说课程的一种教学模式。
The task—based approach is more suitable for the college English listening and speaking courses.
本论文旨在研究课堂教学环境中，如何通过任务设计来提高L2学习者的内在任务型动机，并由此提出“任务特征模式”。
The present study investigates how task design can lead to enhanced internal task motivation in L2 classroom setting and proposes a theoretical framework of Task Characteristics Model (TCM).
目前，我国对任务型语言教学模式的理论和实践研究基本上都集中于我国经济发达地区。
Currently, in our country, the study on the theories and fulfillment of Task-based Language Teaching mode is basically concentrated on economic flourishing region.
在新的理念指导下，研究者们研究出一系列新的教学模式，如过程性教学、反馈性教学、任务型教学等。
Under such new theoretical frameworks, many new grammar teaching approaches have arisen, such as Processing Instruction, Interactional Feedback, Task Based Instruction.
笔者将威莉斯的任务设计模式和任务型教学法结合起来，利用因特网的优势，设计了一系列任务来提高学生的写作能力。
Combining the task-design model of Jane Willis with TBLT and taking the advantages of the Internet, the author designs a series of tasks to improve students' writing competence.
该教学模式尝试将口语教学有机地嵌入其他大学英语课型，并为不同的嵌入环境设计相适应的口语任务。
It embeds oral practices into other non-oral college English courses, and designs appropriate oral tasks for different embedded environments.
本篇论文通过对国内外任务型语言教学研究现状的介绍，论述了任务型语言教学的模式，并描述了如何将任务型语言教学运用到初中英语阅读教学中。
This thesis introduces the present research of TBLT at home and abroad, discusses the models of TBLT, and describes the process of putting it into junior high school English reading teaching class.
任务型翻译教学模式是基于建构主义学习理论和二语习得理论而构建的符合当今“任务时代”潮流和我国翻译教学实际的一种模式。
Teaching translation as a device and teaching translation as a subject are considered two different kinds of translation teaching which have different aims as well as different requirements.
第三章为论文主体部分，同任务型教学与阅读理论相结合，在实践中寻找合适的任务型阅读教学模式。
Chapter3 is the key section of the thesis, which combines Task-based teaching method and theory about reading and applies the tasked-based reading teaching method in practice.
第三章为论文主体部分，同任务型教学与阅读理论相结合，在实践中寻找合适的任务型阅读教学模式。
Chapter3 is the key section of the thesis, which combines Task-based teaching method and theory about reading and applies the tasked-based reading teaching method in practice.
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