常规组织和任务型组织是两种重要的组织形式。
Conventional organizations and task-oriented organizations are two important organization forms.
然而在中国，任务型教学仍然是一个新的概念。
任务型学习的研究在国外已有了二十多年的历史。
The study of "task-based learning" abroad has a history of over twenty years.
在此基础上，提出了任务型学习模式的一些初步构想。
On this foundation, it proposed language some preliminary conception of the pattern of task-based English learning.
可以说，任务型学习与教学的研究已进入了成熟阶段。
So to speak, the study of task-based learning and teaching has reached a mature period.
如今在任务型听力中，有两种理解听力材料的基本方法。
Now in task-based listening, there are two basic approaches to comprehending listening material.
任务型语言教学是关注学习情感、提高课堂质量的关键。
It is the key point of encouraging learning emotion and improving the class quality.
任务型组织的提出，是关于组织范式探索的一个理论尝试。
The proposed task-oriented organizations concept is a kind of innovative theoretical exploration on the organizational paradigm.
本文试图探索任务型教学法应用于口语教学的可能性及效果。
This paper has aimed at investigating the effect of implicating task-based method to spoken English.
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.
Gersh女士表示，女性比男性更容易合作，并且更擅长多任务型工作。
They are more collaborative than men, says Ms Gersh, and better at multitasking.
作为以学习者为中心的任务型教学法，能激发学生学习的积极性、主动性。
Task-based Learning is a learner-centred teaching method. It can inspire the students'initiative to learn actively.
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。
The new national English Curricular Syllabus recommends the use of task -based language teaching (TBLT) approach in classroom teaching.
本研究分析了任务型语言教学在中师英语课堂中提高学生口语技能的可行性。
This study explores and analyzes the feasibility of task-based language teaching in secondary normal school to improve the learners 'speaking skill.
任务型英语教学提倡加大英语输入量，主张为学习者提供自然的语言使用环境。
This method enlarges the students' output of the target language, puts forwards offering an environment of using the language for the learners.
任务分析是任务型组织设立的前提，但是，这项工作必须是在常规组织中进行的。
Assignment analysis is the premise to the establishment of mission organizations. But it should be performed in the conventional organizations.
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.
多种观点和多种视野的协调与碰撞使我们对任务型学习的本质的了解和思考更加透彻。
The harmony and conflict of the varied viewpoints and visions enable us to understand and reflect the essence of task-based learning more thoroughly.
然而任务型教学不仅是一种教学方法，而且是一种基于二语习得理论的新型教学理念。
However, it is not only a teaching method, but also a new approach that is based on second language acquisition theories.
接下来，本文探讨了任务型教学在我国高中英语口语教学中实施的必要性和具体应用。
Then the thesis approaches the necessity of implementation of task-basked language teaching in the English oral class in the middle school.
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。
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.
常规组织往往通过竞争的方式争夺资源，而任务型组织则通过信任与合作的方式获取资源。
From the mode of acquisition, routine organization gets resource through competition while task-oriented organization through trust and collaboration.
任务型教学理论是近年兴起的一种以任务为核心单位，开展英语语言教学的新型英语教学理论。
The task-based teaching theory is a new English teaching theory, which takes the task as the core of language teaching.
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.
任务型组织的任务、目标以及实现途径是有着高度的关联性的，这是常规组织所不具有的一种特征。
The mission, goal, and realizing approach of a mission-oriented organization are highly related to each other. However, there are no such features in a general organization.
任务型教学倡导学生在完成任务过程中提高语言交际水平，是目前国际上广泛采用的一种教学方法。
Task-oriented teaching requires students to enhance communicative level of students in the process of task completion and is a teaching method extensively adopted in the world.
任务型教学倡导学生在完成任务过程中提高语言交际水平，是目前国际上广泛采用的一种教学方法。
Task-oriented teaching requires students to enhance communicative level of students in the process of task completion and is a teaching method extensively adopted in the world.
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