METHODOLOGICAL PROPOSALS FOR THE DESIGN OF A FOREIGN LANGUAGE COURSE BASED ON THE TASK APPROACH. ANALYSIS OF NEEDS, SELECTION AND TYPES OF TASKS

ABSTRACT The implementation of a method or approach implies its materialization in a series of materials conducive to achieving previously established objectives, and that must also take into account needs, that of students, also previously defined. This includes approaches such as: what guidelines to follow in developing a course based on tasks, how a task can be best-shaped, parts of a task or how to balance meaning and form, among others. This article moves from the theoretical, or abstract, to the practical and tangible. It deals with what touches the student, what he learns and what is evaluated. Its intention is to expose the different existing proposals for the design of the tasks that make up a course or curriculum. It intends to be, in short, an aid to the teacher. But aside from the diversity of methodologies, it has been based, and supported by the theory of different authors, by a specific guiding principle that starts from the focus by tasks as a didactic means to this day that cannot be waived, especially in CLIL (Content and Language Integrated Learning) or CBI (content based instruction) approaches, plus some factors we believe to be unavoidable in any foreign language course: encouraging communication in the classroom, making the student the center of attention of the learning process, the action-oriented approach and the importance of the social function in the teaching of foreign languages, as well as the inclusion of interculturality.

摘要
任一教学方法或路径的落地，均意味着需依托一系列适配性教学材料以达成预先设定的目标，同时亦须兼顾此前已明确界定的学生需求。此类路径涵盖诸多核心议题，例如：基于任务式教学开发课程时应遵循何种规范、如何优化任务设计、任务的构成部分，或是如何平衡意义与形式等。
本文从理论（或抽象）层面转向实践具象维度，聚焦与学生切身相关的学习内容与考核环节，旨在梳理现有各类针对课程或课程体系中任务设计的研究方案。简言之，本文旨在为一线教师提供实践参考。
不过，除了涵盖多元教学方法论之外，本文的核心依托与支撑源自一项特定的指导原则——即直至今日仍不可或缺的、以任务作为教学媒介的教学范式。该原则尤其适用于内容与语言整合式学习（Content and Language Integrated Learning, CLIL）与基于内容的教学（content based instruction, CBI）两类教学路径，同时还融入了我们认为任何外语课程均不可忽视的若干核心要素：课堂沟通的鼓励、以学生为中心的学习过程、行动导向教学法，以及外语教学中社会功能的重要性，还有跨文化维度的融入。