Explore The Complementary Relationship Between The Teacher And The Task

This paper aims to explore the role of the teacher in task-based learning and teaching (TBLT) activities. By reviewing the TBLT literature, the author explains the theoretical basis of a classroom task and different teacher roles at different stages of a pedagogic task. In order to go further into the teacher role in learner's learning process, the author also reviews the literature about the second language acquisition and describes the effects of interaction on learner's language acquisition. In this part, many extracts of classroom interaction are examined to illustrate the effects of teacher-guided negotiations on learners' output. The author believes the relationship between the teacher and the task-based interaction is complementary. An important role of the task is to attract initial attention to areas of meaning and create a need for negotiations; an important role of the teacher is to lead the task by working as a co-participant in the task-based interaction to guide learners' attention towards novel form-meaning relationships. The author then seeks to verify this role of the teacher through an experiment. Drawing on classroom transcripts of a task-based teaching process, the author focuses on the features of instructional strategies (in guiding form/meaning negotiations) and the changes of learners' output. Finally, the author concludes that under the teacher's guidance, learners' output can be developed and this development indicates a critical step towards the internalization of new language data.