专家简介：
Rod Ellis is Research Professor in Curtin University, Australia, visiting professor at Shanghai International Studies University, China and Emeritus Distinguished Professor of the University of Auckland, New Zealand. He is also a fellow of the Royal Society of New Zealand. He has written extensively on second language acquisition and task-based language teaching. His most recent (co-authored) book is Task-based Language Teaching: Theory and Practice (2020) published by Cambridge University Press, UK.
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《21世纪英文报》记者彭伦：
We know you are currently a Research Professor at Curtin University in Perth Australia. Are you still involved in teaching? How much of your work time involves in research?
我们知道您现在是澳大利亚珀斯科廷大学的研究教授，您是否依然从事教学工作？您会花多少时间从事研究工作？
Rod Ellis:The only teaching I do for Curtin University is on an MA unit on Task-based Language Teaching for Vietnamese students in Vietnam. But I do have five PhD students whom I supervise. Otherwise I am engaged in research, including a research project on testing pragmatic competence funded by the Australian Research Council. Of course, I do some teaching in my role as Visiting Professor at Shanghai International Studies University.
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《21世纪英文报》记者彭伦：
In a career spanning more than 40 years, what trends do you see for English language teaching?
在您超过40年的专业生涯中，您认为英语语言教学领域有哪些潮流或趋势？
Rod Ellis: I am wary of predicting trends but the most obvious development in recent years has been in electronically mediated language teaching and teacher training. As in all spheres of life, electronically mediated activity will continue to increase in both language teaching and teacher training. The closing of universities due to the coronavirus will drive this development faster. Asian countries are behind in this and need to catch up.
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《21世纪英文报》记者彭伦：
As a well-known proponent of Task-Based Language Teaching (TBLT), what do you think helps differentiate TBLT from other teaching approaches?
作为任务型教学法最知名的提倡者，你认为任务型教学法与其他教学方法【最大】的区别是什么？
Rod Ellis: The main difference between TBLT and other, more traditional approaches is that it takes ‘task’ not ‘language’ as its starting point for a language curriculum. That is, in a task-based lesson there is no prior specification of the language that will be taught and learned. The focus is on achieving the task outcome. What students learn from performing a task cannot be predicted accurately. In TBLT they learn the language contiguously with learning to use it to communicate. The distinction between ‘knowing’ and ‘using’ disappears.
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《21世纪英文报》记者彭伦：
What could teachers do to accommodate TBLT to the needs of students with low language proficiency?
老师们该如何调整才能使任务型教学法适应低水平学生的需求？
Rod Ellis: I have written extensively about how to do TBLT with beginner level or low proficiency students. Clearly such students are not ready to perform speaking tasks. For this reason, teachers need to make use of input-based tasks (i.e. simple listening and reading tasks), which can get students started on learning and provide the basis for output-based tasks later. I have written an article on using input-based tasks with beginner learners in the Journal of Language Teaching to Young Learners. And, by the way, I’d like to encourage readers of this interview to have a look at this journal and to think about contributing to it.
专访原文见期刊 International Journal of TESOL Studies 。
内容来源：TESOL大会
本期编辑：王晓珊 实习编辑：田紫玲
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