任务型语言教学.ppt

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1、UNIT 2 PART 2TASK-BASED LANGUAGE TEACHING任任务型型语言教学言教学 Focus on:Focus on:1.What is TBLT and why is it adopted by language teachers?2.What is a task?3.Features and four components of a task 4.What are differences between a task and an exercise?5.Principles to design tasks 6.Activity types 1.Task-Based

2、 Language Teaching-Task-based language teaching(TBLT),also known as Task-based language learning(TBLL)or Task-based instruction(TBI),is a method of instruction in the field of language acquisition.It focuses on the use of authentic language,and to students doing meaningful tasks using the target lan

3、guage,for example,visiting the doctor,conducting an interview,or calling customer services for help.Assessment is primarily based on task outcome(i.e.the appropriate completion of tasks)rather than simply accuracy of language forms.This makes TBLL especially popular for developing target language fl

4、uency and student confidence.2.What is a task?2.What is a task?Read some definitions of“task”and give your opinion on each of them.Long:A task is a piece of work undertaken for oneself or for others,freely or for some reward.It is meant what people do in everyday life,at work,at play,and in between.

5、(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动。有目的的活动。Breen:.any structured language learning endeavor which has particular objective,appropriate content,a specified working procedure,and a range of outcomes for those who undertake the task.Task is therefore assumed to refer to a range of work p

6、lans which have the overall purpose of facilitating language learning-from the simple and brief exercise type,to more complex and lengthy activities such a group problem-solving or simulations and decision making.(Breen,1987 p.23)vA task is an activity or action which is carried out as the result of

7、 processing or understanding language(i.e.as a response).(Richards,Platt and Weber 1986:289)任务=人们在学习、理解、体会语言之后所开展的活动。Listening to a weather forecast and deciding what to wear;Looking at a set of pictures and decide what should be done;Responding to a party invitation;Completing a banking application

8、;Describing a photograph of ones familyNunan:A pedagogical task is a piece of classroom work which involves learners in comprehending,manipulating,producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning,an

9、d in which the attention is to convey meaning rather than to manipulate form.The task should also have sense of completeness,being able to stand alone as a communicative act in its own right with beginning,a middle and an end.3.Features of a task 3.Features of a task Skehan:Five key characteristics

10、of a task:1.Meaning is primary.2.Learners are not given others meaning to regurgitate.3.There is some sort of relationship to comparable real-world activities.4.Task completion has some priority.5.The assessment of the task is in terms of outcome.Ellis(2003)provides a useful list of critical feature

11、s:1.A task is a workplan.2.A task involves a primary focus on meaning.3.A task involves real-world processes of language use.4.A task can involve any of the four language skills.5.A task engages cognitive processes.6.A task has a clearly communicative outcome.r A purpose r A contextr A processr A pr

12、oductP28P28Four components of a task(Clark,Four components of a task(Clark,ScarinoScarino and Brownell,1994)and Brownell,1994)Activity 1:Describe the picture using the words and phrases from the list below.Activity 2:Ask your partner if he likes the food listed here using the forms Do you like?Yes,I

13、 do/No,I dont.a.A task has a nonlinguistic outcome while 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。P284.Differences between task and exercise:4.Differences between task and exercise:b.Success in the task is e

14、valuated in terms of achievement of an outcome,and tasks generally bear some resemblance to real-life language use.c.A task-based approach sees the language process as one of learning through doing.(Long and Crookes 1993)Turn your books to Page 29 and do Task No.10.Practice:Practice:1.An emphasis on

15、 learning to communicate through interaction in the target language.2.The introduction of authentic texts into the learning situation.3.Provision of opportunities for learners to focus,not only on language itself,but also on the learning process.4.An enhancement of the learners own personal experien

16、ces as important contributing elements to classroom learning.5.An attempt to link classroom language learning with language activation outside the classroom.(Nunan 1991)Conclusion:Features of TBLT-5.How to design tasks?Read about some specific steps in designing tasks on P 34.vThe authenticity princ

17、iplevThe form-function principlevThe task dependency principlevLearning by doing5.1.Principles to designTHE AUTHENTICITY PRINCIPLE言言语、情境真、情境真实性原性原则vThe linguistic data that learners work with are authentic.vThe relationship between linguistic form and communicative function are clear to the learner.

18、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形式形式-功能性原功能性原则 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

19、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阶梯型任梯型任务原原则 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 higher levels of communicative performance.LEARNING BY DOING做中学原做中

20、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.vInformation-gap activity 信息沟通活动 vReasoning-gap activity 推理活动 (deciding what to do after lis

21、tening or reading,working out a plan,a timetable or something else)vOpinion-gap activity 观点表达活动 (story completion,social issue discussion,etc)-Prabhu 5.2.Activity types Task:design a task based on the following information:语言技能：Listening and speaking语言知识：食物名称和价格的表达方法提示词语及句型：1、必备单词和句型rice,hot dog,ham

22、burger,fish,beef,soup,noodles,Coke,coffee,pear,apple,watermelonWhat would you like?Id like some milk2、扩展词汇与句型sandwiches,tofu,pork,mutton,cabbage,cucumber,chili,white ground,carrot,onion,spinach.Can I help you?How much is it?Its How much are they?Theyre Wait a minute.Homework:Homework:1.Please read a

23、bout the following aspects with regarding to TBLT:a.Differences between exercises,exercise-tasks,and tasks (p28)b.PPP and TBLT(P31)c.Appropriateness of CLT and TBLT in the Chinese context 2.What are the limitations of CLT and TBLT under the Chinese foreign language teaching setting?Reference books:p

24、 魏永红.任务型外语教学研究认知心理学视角.上海:华东师范大学出版社,2004.p Skehan,P.1996.Second language acquisition research and task-based instruction,in Willis,J.&Willis,D.Challenge and Change in Language Teaching.UK:Macmillan Publishers Limited.p Willis,J.1996.A flexible framework for task-based learning,in Willis,J.&Willis,D.Challenge and Change in Language Teaching.UK:Macmillan Publishers Limited.