任务型教学法的理论依据是输入与互动假设指示,语言必须通过“对话性互动”才能习得。教学归根到底是一种互动行为,只有在真正有效的互动过程中,学生获取的知识才是内化了的。在互动中,教师感受到了来自于双方的智慧挑战。学生感到了与对方的理智上的冲突。其结果两方面都发生了一定的正向变化。 The theoretical basis of the task-based pedagogy is the input and interaction hypothesis instructions, the language must be through “dialogue and interaction ” can learn. Teaching is, in the final analysis, an interactive activity whereby the knowledge acquired by students is internalized in a truly effective interaction. In the interaction, teachers feel the wisdom challenge from both sides. Students feel the intellectual conflict with each other. As a result, some positive changes have taken place in both aspects.