Authentic-task-based Learning In III-structured Domains

From the perspective of constructivism, knowledge isn't an absolutely accurate presentation of the real world. Textbook knowledge is only a relatively reliable hypothesis of all kinds of phenomina, which is developing constantly and needs to be reconstructed in changing situations. It is in changing situations that learners acquire the knowledge of the world. At the stage of advanced study, learners need to face a lot of ill-structured problems that often lack systematicness and often don't have certain answers. At this stage learners need to further their study continuously and understand the law of the changes in different situations rather than be satisfied with dogma. In traditional teaching practice, teachers tend to comfound advanced study with primary study, and analogize primary-study strategies to the stage of advanced study and thus oversimplify teaching and learning. According to constructivists, the best way for learners to construct meaning is to experience it in the real environment of the actural world. However, the lack of authentic language environment is a problem that foreign language learners have to face. Therefore, the creating of learning situations is of especial importance to foreign language teachers. At the stage of advanced study, in order for learners to acquire the language in authentic situations, teachers of English need to select authentic texts which are closely linked with learners' real life and design enlightening questions which need deeply reflecting on. When considering task authenticity, not only should we take into account learning materials, forms of tasks and learning environment, but also we should think about the relation between these factors and the learners as well as their proper response.