CAJ | 학술논문

任务型语言教学( Task-based Language Teaching,简称TBLT)强调“做中学”的原则,该思想与高等职业教育培养技能型、应用型人才的目标不谋而合。本研究对实验班和对照班分别采用任务型语言教学法和传统的呈现、操练、产出的三段式教学法(Presentation、Practice、Production,简称PPP),进行为期一学年的教学试验。对试验前后的测试成绩,采用SPSS(17.0)统计对比,并结合调查问卷的分析,得出结论：TBLT比传统的PPP教学法更能提高高职学生的学习成绩,更能提高学生诸如学习兴趣、积极性和自主学习能力等非智力因素。
임무형어언교학( Task-based Language Teaching,간칭TBLT)강조“주중학”적원칙,해사상여고등직업교육배양기능형、응용형인재적목표불모이합。본연구대실험반화대조반분별채용임무형어언교학법화전통적정현、조련、산출적삼단식교학법(Presentation、Practice、Production,간칭PPP),진행위기일학년적교학시험。대시험전후적측시성적,채용SPSS(17.0)통계대비,병결합조사문권적분석,득출결론：TBLT비전통적PPP교학법경능제고고직학생적학습성적,경능제고학생제여학습흥취、적겁성화자주학습능력등비지력인소。
The key point of task-based language teaching( TBLT) emphasizes leaning by doing. It coincides with the target of higher vo-cational education, which is to cultivate skilled and application-oriented talents. The present study applies TBLT in English teaching in vocational colleges and compares it with the traditional PPP approach. By means of comparison of the results with SPSS 17. 0 and analy-sis of the questionnaires between the experimental class and the controlled class, the result shows that TBLT seems to be more effective than PPP approach in improving students’ academic records and some non-intelligence factors such as students’ motivation, interest and autonomous learning ability.