Dictogloss, as a new way of task-based teaching approach, has aroused much attention from linguists at home and abroad.
整体听写活动作为一种新型的任务型教学方法，已经引起了国内外语言学界的重视。
The new national English Curricular Syllabus also recommends the use of the Task-Based Teaching approach in classroom teaching.
作为当今世界上占主导地位的语言教学方法，任务型语言教学在中国英语教学界已经变成了一个热门话题。
In this paper, the author takes Task-based Teaching approach as an example to tell the readers how apply this approach in Spoken English Teaching.
英语口语教学是高职英语教学的一个重要组成部分，如何开展好这项教学则是本文要探讨的问题。
By analyzing the theoretical basis and features of Task-based teaching Approach, the author puts forward the principles that should be observed in Task-based teaching practice.
本文通过对任务型教学的理论基础和特征的分析，提出了在任务型教学中应遵循的原则。
The purpose of this thesis is to testify task-based teaching approach is more effective than the traditional PPP(Presentation, Practice and Production)method in grammar teaching in vocational schools.
本文采用实验研究法，证明在高职英语语法教学中运用任务型教学法比传统的教学法更有效。
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.
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。
Case method of instruction and task-based approach are in accordance with the requirement of BEC teaching goal, for they could improve English application capacity in concrete business environment.
案例教学法和任务教学法符合剑桥商务英语教学目标的要求，能切实提高学生在具体的商务环境中实际运用英语语言的能力。
The task-driven approach is based on a constructivist theory of teaching on the basis of teaching methods.
任务驱动教学法是一种建立在建构主义教学理论基础上的教学法。
Based on the theory of task-basked approach, this paper discusses listener functions, listener response and its practical application to the teaching of English listening.
根据“任务型”教学法的理论，可以将听话人功能及听话人反应运用到英语听力教学中。
Is task-based approach more effective in teaching writing than traditionalguided writing?
在写作教学中，任务教学法是否比指导性写作效果更显著?。
The new national English Curricular Syllabus recommends the use of task -based language teaching (TBLT) approach in classroom teaching.
按照国家课程标准的要求，我们在学校中采用任务型教学法进行英语教学。
This paper gives a general overview of the task designing principles, and also exemplifies the application of Task-based Approach in higher vocational college English teaching.
文章在对任务型英语课堂任务设计原则进行概述的基础上，举例说明了任务型教学法在高职英语教学中的具体运用。
Task-based approach language teaching is also used in the English writing teaching, especially in the error-correction in my school.
任务型教学也可以被用于英语写作的教学中，尤其是作文的批改过程中。
This paper explored the definition and teaching belief of task based teaching and how to apply this approach in College English teaching.
文章从任务型教学的定义和教学理念入手，结合我国大学英语教学基本要求，探讨了任务型教学在大学英语教学中的应用。
Task - Based Language Teaching in College English visual - audio - oral class could effectively solve the problems lies in the traditional approach.
大学英语视听说任务型模式能有效解决传统教学模式中存在的问题。
The study attempts to testify the effectiveness of group work approach applied to Task-based Language Teaching in secondary vocational schools.
但是将小组活动运用于中等职业学校的任务型语言教学上的研究却非常少见。
Task-based language teaching approach is a kind of foreign language teaching method which develops in the modern time and embodies the concept of advanced education.
任务型教学法是国家新的课程标准提倡最重要的一种教学法，目前已广泛应用于各种英语课堂教学。
This paper intends to explore the task-based language teaching approach, and tries to appraise the feasibility and validity of TBLT approach in teaching intensive reading of business English.
本文目的是通过探讨任务型语言教学，运用其原理进行商务英语专业的《商务英语精读》课程教学，以证其可行性，在此基础上，对其有效性给予了评价。
This study is focused on the efficiency of task-based language teaching approach into a Senior English reading class.
本文主要研究任务型语言教学法在高中英语阅读中的作用。
After stating the definition of task-based approach and its characteristic, the author designed a teaching case to show that it is feasible to apply task-based approach to college English writing.
阐述任务型教学法的定义及特征，设计一堂任务型教学法在大学英语写作教学中的应用的课。并分析任务型教学法在大学英语写作教学中的应用时的优点和不足。
These two models are based on the task-driven and issue-driven approach teaching, and hope that these models could put forward to improve the performance of cooperative learning.
这两种模型分别是以任务驱动教学法和问题驱动教学法为基础，希望通过本模式的提出来提高大学课堂合作学习绩效。
These two models are based on the task-driven and issue-driven approach teaching, and hope that these models could put forward to improve the performance of cooperative learning.
这两种模型分别是以任务驱动教学法和问题驱动教学法为基础，希望通过本模式的提出来提高大学课堂合作学习绩效。
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