本文首先描述和讨论了任务教学法的渊源、原则、心理基础和理念以及对第二语言习得的机理作用等理论问题,继而又对在教学实践中如何尝试性地运用任务教学法的理念和做法,对大学不同层次的英语教学对象进行教学实验的情况作了报告。文中强调了这一教学法的某些教学原则和理念,特别是其“能力培养型”和“自我调节”等概念。同时,还讨论了语言学习的社会性、课堂上的交互性活动、信息处理等对第二语言习得的促进作用。最后阐明,对于一种教学法,深刻理解和解读其理念胜于对其方法的生搬硬套。 This paper first describes and discusses the theoretical origins, principles, psychological foundations, and concepts of the task-based approach, as well as the theoretical role of second-language acquisition, and then on how to tentatively use the concept of the task-based approach in teaching practice. The report was made on the teaching experiment of different levels of English teaching subjects in the university. The article emphasizes certain teaching principles and concepts of this pedagogy, especially its concepts of “ability-based training” and “self-adjustment.” At the same time, it also discusses the social role of language learning, interactive activities in the classroom, and information processing to promote second language acquisition. Finally, it is clarified that for a pedagogical approach, it is better to understand and interpret its ideas than to apply it to its methods.