Unit-2--Communicative-Principles-and-Task-based-Language-Teaching.ppt

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1、 Communicative Language TeachingHave you had your lunch?If you are a teacher, how can you teach the following sentence to your students?Step 1 Teacher reads the sentence and then gets the students to read the sentence after the teacher.Step 2 Teacher explains the meaning and translates the sentence

2、from English into Chinese.The traditional teaching steps:Step 3 Teacher explains the grammatical structure or rules and tells the students to be clear and remember the tense used in the sentence “the present perfect tense” and the formation of this kind of tense (have + p.p.), and the form of questi

3、on and negation (have/has+ subj.; Subj.+ have/ has + not), and their abbreviation: havent/hasnt.Step 4 Teacher gives more examples such as: Have you had your breakfast? Yes, I have / No, I havent.Step 5 Students do pattern drills and read the examples aloud again and again.Step 6 Students do some wr

4、itten exercises. In this way, the structure of the sentence will be learned and remembered, and the students may be able to compose grammatically correct sentences, e.g. Have you had your supper? Yes, I have. /No, I havent. But when two Chinese people meet in real life, Xiao Li says to Lao Wang: Hav

5、e you had your lunch?Li means (function):A question: ask if Wang has eaten the meal or not. Greeting: Hello.Invitation: Invite Wang to a meal (Come, its my treat)Suggestion: You should have your lunch. For Chinese, its a usual informal greeting, and it has the same function as “Hello”. But for Engli

6、sh, it often means an invitation (Are you inviting me?) or a formal question (Why do you ask me such a personal question?). He will feel confused if the Chinese moves away without waiting for the answer.In communication, a certain sentence can be understood very differently in different situations.C

7、onclusion For students, knowing how to make correct sentences is only one part of language learning. In real communication, its functional value can be more important. Students have to use language in real communication so as to build up the relationship between the communicative functions and the s

8、entence structures.What are the differences between language used in real life and the traditional language teaching?Task 1Language use in real life vs. traditional pedagogy We are not teaching English, but we are teaching about English. This seems to result in the phenomenon of “dumb English” in En

9、glish teaching in China.How can we bridge the gap between the traditional pedagogy and language use in real life? One possible solution to bridge the gap between classroom language teaching and real life language use is the adoption of communicative language teaching ( CLT). The goal of CLT is to de

10、velop students communicative competence. Chomskys view of competenceAccording to Chomsky, “competence” refers to the tacit knowledge of language structures and the ability to use this knowledge to understand and produce language, that is, the abstract grammatical knowledge of language.v During the 1

11、970s, some British applied linguists emphasized the functional and communicative potential of language.v The need to focus in language teaching on communicative proficiency/competence rather than on mere mastery of structuresHymes view of communicative competence (1979)uformally possible (grammatica

12、lly acceptable) 语法性语法性u understandable to human beings 可接受性可接受性u in line with social norms 得体性得体性u in fact done: Do people actually use language this way? 可操作性可操作性 Grammatical competence (语法能力语法能力) Sociolinguistic competence （社会语言能力）社会语言能力） Discourse competence （语篇能力）语篇能力） Strategic competence （策略能力

13、）策略能力）(Richards & Rodgers, 1986:71) u Linguistic competence （语言能力）（语言能力）u Pragmatic competence （语用能力）（语用能力）u Discourse competence （语篇能力）（语篇能力）u Strategic competence （策略能力）（策略能力）u Fluency （流利性）（流利性）Work in groups of 4 and discuss how to improve learners communicative competence in language teaching a

14、nd learning?DISCUSSIONImplications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence. (see Keys to Task 5)2. 2 Theory of LanguageFunctional view The primary function of language is for interaction a

15、nd communication. The structure of language reflects its functional and communicative uses. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse. (Richards & Rodgers, 1986:71)r Differe

16、nt situations to hear the question: “Why dont you close the door?”Task 2 “Why dont you close the door?”la real question: to ask about the reason. a command: a teacher orders his student to close the door. a complaint: a wife is complaining to her husband who always leaves the door open.r Different w

17、ays to make a suggestion: to buy a black overcoat You should buy a black overcoat. Have you thought about buying a black overcoat? I think you should buy a black overcoat. Dont you think its a good idea to buy a black overcoat. Youd better buy a black overcoat. Why dont you buy a black overcoat? I s

18、uggest that you buy a black overcoat. If I were you, I would buy a black overcoat.Possible sentences:Implications: From the above tasks we can see that one language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language form

19、s. So knowing a language should include not only knowing the form of language, but also knowing what to say to whom and how to say it appropriately in any given situation. l the : Activities that involve real communication promote learning. l the : Activities in which language is used for carrying o

20、ut meaningful tasks promote learning (Johnson 1982).l the : Language that is meaningful to the learner supports the learning process. Functional communicative activities Social interaction activitiesA sequence of activities represented in Littlewood (1981: 86) Structural activities Quasi-communicati

21、ve activitiesl Communicative purposel Communicative desirel Content, not forml Variety of languagel No teacher interventionl No materials controlPracticeActivity 1 The teacher is leading a drill.T: He walks to school every day. T: Go.Ss: He goes to school every day.T: Run.Ss: He runs to school every

22、 day.T: Jump.Ss: He jumps to school every day.Activity 2 The teacher gives the first half of the dialogue by asking a question:.T: What were you doing when I called you last night? (The teacher holds on a picture with a person reading a book.)S: I was reading a book when you called.T: Oh, I see. Wha

23、t about you, Mary?(The teacher holds another picture with a person watching TV.)S: I was watching TV when you called. Activity 3 In pairs use the ideas given below to talk about your plans for the future.travel around the world work hard be richspeak a second language be famous get a good jobbuy an

24、expensive car help people go to collegebe happy e.g. I am going to learn Spanish. I am going to travel around the world. Activity 4 Use the same pictures, but cut them up, paste on cards, and give each student a different picture.Directions: Ask your partner what is in their picture.For example:Stud

25、ent A: Whats in your picture.Student B: There is _. Whats in your picture?Student A: There is _. PracticeStudy the sample activities in the textbook and see how many criteria each activity can meet, and then decide what kind of activity they are.1. Language use in real life vs. traditional pedagogy2

26、. Communicative Language Teaching (CLT) 2.1 Communicative competence 2.2 Theory of language 2.3 Theory of learning 2.4 Major activity types of CLT 2.5 Six criteria for evaluating classroom communicative activities1. Try to design some classroom activities and then evaluate them and see if they are c

27、ommunicative activities.2. Read some reference books and get some ideas about TBLT in the second part of this unit.Unit 2 Part 2Task-Based Language Teaching任务型语言教学 1) What are the differences between the traditional foreign language teaching and language use in real life?2) What is the ultimate goal

28、 of foreign language learning? 3) How can we bridge the big gap between these two?Besides CLT, there has been another language teaching approach which has become more and more popular from late 1980s, that is, Task-based Language Teaching (TBLT). “TBLT” is a further development of CLT. It shares the

29、 same beliefs, as language should be learned as close as possible to how it is used in real life. “TBLT” has stressed the importance to combine form-focused teaching with communication-focused teaching. 2. 1 What is a task? P27A task is a piece of work undertaken for oneself or for others, freely or

30、 for some reward.It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89)任务是人们在日常生活中所从事的任务是人们在日常生活中所从事的有目的的活有目的的活动。动。 painting a fence,dressing a child,filling out a form, buying a pair of shoes,borrowing a library book,taking a driving test,making an airline res

31、ervation,writing a check,finding a street destination, etc.What people do in everyday life:TASKS A task is an activity or action which is carried out as the result of processing or understanding language ( i.e. as a response). (Richards, Platt and Weber 1986:289) 任务任务=人们在学习、理解、体会语言之后人们在学习、理解、体会语言之后所

32、开展的活动。所开展的活动。Listening to a weather forecast and deciding what to wear Looking at a set of pictures and decide what should be doneResponding to a party invitation Completing a banking application Describing a photograph of ones family2.2 Four components of a taskr A purpose r A contextr A processr A

33、 productP28 Goal: Exchanging personal informationInput: Questionnaire on sleeping habitsActivity: 1) Reading questionnaire 2) Asking and answering questions about sleeping habitsTeacher role: Monitor and facilitator to specify what is regarded as successful completion of the taskLearner role: Conver

34、sational partnerSetting: Classroom / pair work 2.3 What are not tasks? Tasks do not include activities which involve language used for practice or display, such as Describe the picture using the words and phrases from the list below or Ask your partner if he likes the food listed here using the form

35、s Do you like? Yes, I do/ No, I dont. where there is no outcome or purpose other than practice of pre-specified language.The essential differences between task and exercise Task Task has a nonlinguistic outcome Exercise An exercise has a linguistic outcome 任务活动与语言练习有着本质的区别。任务活任务活动与语言练习有着本质的区别。任务活动所谋

36、求的效果不是一种机械的语言训练，而动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力是侧重在执行任务中学生自我完成任务的能力和策略的培养，重视学习者在完成任务过程中和策略的培养，重视学习者在完成任务过程中的参与和在交流活动中所获得的经验。的参与和在交流活动中所获得的经验。 P28 Success in the task is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. A t

37、ask-based approach sees the language process as one of learning through doing. ( Long and Crookes 1993)PracticeTurn your books to Page 29 and do Task 10.It has been theoretically based on the rules of second language acquisition.2.4 Why is TBLT adopted by language teachers?1) Knowledge of grammatica

38、l rules was no guarantee of being able to use those rules for communication. Learners who were able to identify instances of rule violation, and who could even state the rule, frequently violated the rules when using language for communication. David Nunan (1999)语法知识的记忆不能保证语言使用的正确。语法知识的记忆不能保证语言使用的正确

39、。语言知识加交际的机会比仅仅讲语法更能提高学生使用语言的流利程度与语法的准确度。2) Language knowledge + opportunities to communicate lead to greater improvements in fluency and grammatical accuracy than grammar only. Montgomery & Eisenstein (1985)3) Learner participation in class is related significantly to improvements in language profic

40、iency. Lim (1992)学习者积极主动的参与与语言熟练程度的提学习者积极主动的参与与语言熟练程度的提高关系极大。高关系极大。基本上以“交际”为导向的课堂教学，但同时也有明确的语法讲解，要比只注重语法教学或回避语法讲解的沉浸式教学都更好。4) Classrooms that were basically “communicative” for explicit grammatical instruction, were superior to both traditional classrooms that focused heavily on grammar, and to imme

41、rsion programs that eschewed explicit grammatical instruction.当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳程度。5) Language is acquired as learners actively engaged in attempting to communicate in the target language. Acquisition will be maximized when learners engage in tasks that

42、 “push” them to the limits of their current competence.2.5 Features of TBLT 1. An emphasis on learning to communicate through interaction in the target language. 强调通过用目标语交流来学会交际强调通过用目标语交流来学会交际 2. The introduction of authentic texts into the learning situation. 将真实的语言材料引入学习的环境将真实的语言材料引入学习的环境3. Provis

43、ion of opportunities for learners to focus, not only on language itself, but also on the learning process. 关注语言的本身，也关注学习的过程关注语言的本身，也关注学习的过程4. An enhancement of the learners own personal experiences as important contributing elements to classroom learning.学习者的个人经历对语言学习具有重要意义学习者的个人经历对语言学习具有重要意义5. An a

44、ttempt to link classroom language learning with language activation outside the classroom.试图把课内的语言学习与社会的语言活动结试图把课内的语言学习与社会的语言活动结合起来。合起来。 ( Nunan 1991)2.6 Three Pedagogical Goals for Task-based Approaches Accuracy 准确程度准确程度 Accuracy concerns how well language is produced in relation to the target lang

45、uage. Complexity 综合程度综合程度 Complexity concerns how far learners rely on prefabricated phrases and established routines, and how far they need to expand their language resources to meet the communicative challenge.Fluency 流利程度流利程度 Fluency concerns the learners capacity to produce language in real time

46、 without undue pausing or hesitation. (Skehan 1994) 2.7 Principles to Design The authenticity principle The form-function principle The task dependency principle Learning by doingThe authenticity principle言语、情境真实性原则 The linguistic data that learners work with are authentic. The relationship between

47、linguistic form and communicative function are clear to the learner. 任务的设计要提供给学习者明确、真实的语言信息。学习者应该清楚语言形式和语言功能之间的关系。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。The form-function principle形式-功能性原则 Teaching language in ways that make form and function relationships transparent 任务的设计注重形式和语言功能的结合。旨在使学习者掌握语言形式的同时，培养

48、其自我把握语言功能的能力；每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。The task dependency principle阶梯型任务原则 A series of tasks in a lesson or unit of work forms a kind of pedagogical ladder, each task representing a rung on the ladder, enabling the learner to reach higher and highe

49、r levels of communicative performance. Learning by doing做中学原则 Learning by doing motivates students to fulfill their potential. Learners master the language by using it communicatively in the classroom, although they still have to learn grammar and memorize vocabulary. 2.8 Activity types Information-

50、gap activity Reasoning-gap activity (deciding what to do after listening or reading, working out a plan, a timetable or something else ) Opinion-gap activity (story completion, social issue discussion, etc) TASKPURPOSECONTEXTPROCESSOUTCOMEMEANINGCOMMUNICATIVEAUTHENICITYThe components of a task： 目标目标