TBLT的缺点或现状.docVIP

3.2.2 Disadvantages and problems in employing TBLT In fact, no method is perfect in the world, and TBLT is not an exception. We find the following eight disadvantages from our study and experiment on TBLT. The first two are indicated by Su Dingfang (1996:165), and the last six are our findings. 1) The tasks or questions chosen in task-based or procedural syllabus are lack of convincible foundation or criterion. 2) TBLT can’t tell the inner relationship between certain activities and learners’ current needs. In other words, the syllabus or methodology focused on the process is not very coherent between the process and the outcome. 3) Before the task begins, if teachers don’t explain any concerned language knowledge, 13 learners will have many language obstacles when they carry on the task. 4) Because the time for task performance is limited and at the same time students will have to accomplish the task within the time frame, students tend to neglect the language forms and they will heavily depend on the communicative strategy. They will use incorrect language or communicative strategy avoiding the language form in order to get to the meaningful communication goal. The incorrect language used again and again will become reinforced in the student’s mind so that it will obstruct the development of the linguistic competence of the student. 5) TBLT requires a high level of creativity and initiative on the part of the teacher. If teachers are limited to move traditional roles or do not have the time and resources to implement tasked-based teaching, this type of teaching may be impossible. 6) It is very difficult to ensure the systematisation and sequence of tasks, for example, the grading and coherence of the task. 7) Sometimes, the classroom is difficult to control, so it looks like chaos. Junior middle school learners are usually animated, if teachers fail to manage and monitor the class well, the classroom will be out of the order. 8) Evaluation of TBLT can be difficult