教师根据特定的教学项目设计各项“任务”，学生通过完成各种语言学习任务达到学习语言并提高灵活运用语言的能力。
Teachers design various "tasks" on the basis of specific teaching items, and students improve the ability of language learning and flexible application by fulfilling various language learning tasks.
不过，这一基于任务的语言学习需要研究者设计系统时做出一些调整。
But the idea — known as task-based language learning — required a few changes as the researchers were designing the system.
在教学实践中，将任务型教学法与信息技术进行整合，为学生创建较为真实的语言学习环境。
In teaching practice, with the integration of TBTM and information technology, a much real and vivid language learning environment for students can be set up.
因此，在任务型教学法倡导者眼里，在语言学习过程中，意义是先于形式的。
Thus meaning is prioritized over form in the learning process of languages under this approach.
虽然英语教师对语言学习有困难的学生可以提供诸多帮助，但他不应试图独自承担这一任务。
Although an English teacher can do much to help problem students, the teacher should not attempt the task alone.
教师应针对学习任务和学生的不同特点，对学习者的动机水平加以引导，提供相匹配的策略，调动学生的语言学习动机水平。
Teachers should guide the learner's motivation, offer corresponding strategies and mobilize the student's language learning motivation based on the characteristics of learning tasks and learners.
阅读是语言接受的过程，也是语言学习者的主要任务。
Reading is a receptive language process and is often the chief goal of language learners.
所设计任务活动的语言学习内容是什么？
一般认为，通过运用语言完成任务的方法，是可以促进语言学习的。
It is generally accepted that using language to finish tasks approach can improve language learning.
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.
在过去的20多年中，不少应用语言学专家从不同角度对交际学习任务进行深入的理论探讨和实证研究。
In the past 20years and over, many experts in applied linguistics not only do research into task-based approach in theory but also explore it in practice.
本文就语感和它在语言学习中的作用； 语言学习的任务与语感的关系；
The essay mainly compares the predecessors theoretical achievement on the following three parts: the relation between the task of language study and language sense;
本研究采用语法判断任务，考察晚期第二语言学习者工作记忆容量的限制对第二语言（英语）语法加工的影响。
This paper presents an experiment that investigated the effect of working memory capacity limitations on the grammatical processing of second language (English) for late L2 learners.
本研究采用语法判断任务，考察晚期第二语言学习者工作记忆容量的限制对第二语言（英语）语法加工的影响。
This paper presents an experiment that investigated the effect of working memory capacity limitations on the grammatical processing of second language (English) for late L2 learners.
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