任务型语言教与学（英语ppt课件）.ppt

《任务型语言教与学（英语ppt课件）.ppt》由会员分享，可在线阅读，更多相关《任务型语言教与学（英语ppt课件）.ppt（101页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Chapter 1Tasks in SLA and language pedagogyIntroductionWhy mentioned this concept?-using language communicating information-real-time communicationDefining a“task”Dimensions:scope,perspective,authenticity,language skill,cognitive processes,outcomesScopetask-meaning-focusedexercises-form-focusedtask-

2、language usersexercise-language learnersPerspectivedesignerparticipantsAuthenticityreal-world activityreal-world taskLanguage skilloralwrittenCognitive processes“comperhending,manipulating,producing,or interacting in the target language”(Nunan 1989).selecting,reasoning,classifying,sequencing informa

3、tion,and transforming information from one form of representation to anotherOutcomes V.S.AimOutcomes refers to what the learners arrive at when they have completed the task.Aim refers to the pedagogic purpose of the task,which is to elicit meaning-focused language use,receptive and/or productive.Cri

4、terial features of a task1.A task is a workplan2.A task involves a primary focus on meaning3.A task involves real-world processes of language use4.A task can involve any of the four language skills5.A task engages cognitive processes6.A task has a clearly defined communicative outcomeUnfocused and f

5、ocused tasks?Whats the diference between and why do we need to distinguish these two concepts?The design features of tasksWright(1987):iuput data,outputNunan(1989;48):input,activities,goalsCanale(1983):linguistic competence,siciolinguistic competence,discourse competence,strategic competenceTasks in

6、 SLA researchBilingual Syntax Measure(BSM)(Burt,Dulay,and Hernandez 1973)Interaction Hypothesis(Long 1981 and 1983)Scaffolding,collaborative dialogue(Vygotskian)Tasks in language teachingCommunicative language teachingTask-supported language teachingTask-based language teachingCLT aims at giving the

7、 learners a authentic communication environment to develop the learners ability in using language.interactional function transactional function(Brown and Yule 1983)weak and strong versions(Howatt;1984)weak versionStressing the importance of providing learners with opportunities to use English for th

8、e purpose of communication(learning to use)strong versionLanguage is acquired through communication,through communication we can stimulate the development of language system.(using English to learn it)Chapter 2 Tasks,listening comprehension,and SLAIntroductionlistening=inputlistening task can be the

9、 starting stage for low proficiency learners(beginners)non-threatening(no competition)two types of listening:1.main idea 2.specific/detailed infromationListening-to-comprehend1.The listeners role Goffman(1981):overhearers(accidentally hear what other people are saying,when they do not know that you

10、have heard)addresseeshearers?I am not quiet sure for the relationship of the above 3 factors in listening?2.Listening purpose-understand the scripts fully-indeterminate understand the listening scripts3.The utilization of schematic knowledgeThree types of content schemata:general factual knowledge;l

11、ocal factual knowledge;socio-culture knowledge(Andersen and Lynch 1988)Listeners comprehend a text in 3 ways:interpretation;prediction;hypothesis testingtwo models:top-down down-top4.The utilization of contextual knowledgeListeners make use of contextual clues in conjunction with their schematic kno

12、wledge.Listening comprehend not listening-to-acquire.5.The collaborative construction of a mental model6.An interactive model of listening comprehension bottom-up processing top-down processingListening-to-learnP45-P49Researching listening taskstasks:interactive/reciprocal non-interactive/non-recipr

13、ocalListen-and-do tasks:1.goal2.input3.conditions4.procedures5.predicted outcomes Academic listening tasks:note quality&comprehensionConclusionTheoretical considerationsMethodological considerationsPedagogic considerations 2017 09 04Chapter 3Tasks,interaction,and SLAIntroduction1.the negotiation of

14、municative municative effectivenessThe study of learner interactionThe negotiation of meaningFour strategies:prehension check2.clarifiation firmation checks4.recastscommunicative strategies1.reduction(?)2.achievementcommunicative effectiveness:Three kinds of ability(Yule 1997)perceptual/comparision/

15、linguisticInteraction and language acquisitionThe Interaction Hypothesis:The Interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication.Q:WHAT ABOUT ONLINE COMMUNICATION?Communi

16、cation strategies and language acquisition:the more language learners acquire,the more communicatively effective they become;the more effective they are as communicators,the more opportunities for language acquisition they obtain.Investigating tasks:a review of the L2 researchTask features:1)require

17、d vs.optional information exchange2)information gap:one-way vs.two-ways tasks3)task outcome:open vs.closed tasksTask implementation1)participant role2)task repetition3)interlocutor familiarity(students can perform a task with the one who are familiar or not)4)type of feedbackChapter 4Tasks,productio

18、n and language acquisitionThe representation of linguistic knowledge1)the nature of the faculty for language:UG symbolist and connection theories2)implicit and explicit knowledge:im.:no aware ex.:aware,verbalize3)Rule-and exemplar-based linguistic knowledgeLanguage productioninformation-processing m

19、odels(Levelt 1989):three principal components:conceptualizer,formulation,articulationProduction and language acquisitionsix roles of productionthree aspects of production:fluency,accuracy,complexityTask performance and production:a review of the researchMeasuring language productionanalysis of speec

20、h unit(AS-unit)The effects of task design variables:1 the type of input the task supplies 2 the task conditions 3 the task outcomesInput variables1.contextual support2.number of elements in a task3.topicTask conditions1.shared vs.split information2.task demandsTask outcomes:1 closed versus open task

21、s2 the inherent structure of the outcome3.discourse modleTask implementation factor:planning(the effects of online planning/strategic planning),rehearsal,post-task requirement（10点15分 911）Chapter 5Focused tasks and SLAThe psycholinguistic rationale for focused tasksSkill-building theories and automat

22、ic processing.automatic processing involves the activation of certain nodes in memory each time the appropriate inputs are present.This activaton is a learned response that has been bulit up through consistent mapping of the same input to the same pattern of activation over many trials.(McLaughlin a

23、nd Heredia 1996:214)input activate(old knowledge)restructuring(McLaughlin 1990)U-shaped pattern declarative knowledge（grammar rules taught by teachers）procedural knoeledge(D.K.is automatized,without any thinking)feedback:learn-perform-learnU-shaped patternThe skills start out at a high performance l

24、evel and over time the skills descend to a lower position on the Y-axis.After another period of time the skill once again ascends to a higher position on the y-axis.immature immature intuitionintuition mature intuitionTheories of implicit learningimplicit learning(N.Ellis 1994:1)Implicit learning is

25、 the learning of complex information in an incidental manner,without awareness of what has been learned.unconsciouslyautomatictwo stages:intake;acquisitionDesigning focused tasks 1.Structure-based production tasks “a task that involves exchange of information and automatized the existing knowledge,a

26、 task which makes the target structure natural,useful or essential“(Ellis,2003,）.The role of structure-production tasks in eliciting various question forms in lower proficiency EFL learners was studied by Mackey(1999).She noted that when the tasks were performed interactively with native speakers,th

27、e learners often had difficulties producing a particular question form.But,if the tasks were persisted,students were able to formulate more target-like and comprehensible question to their interlocutor.The result also indicated that learners who completed the given tasks(story completion,picture seq

28、uencing and differences)manifested clear developmental gains in their production(Ellis,2003).（ISSN 1799-2591 Theory and Practice in Language Studies,Vol.5,No.5,pp.1078-1089,May 2015 DOI:http:/dx.doi.org/10.17507/tpls.0505.24）2.Comprehension tasks1)Input enrichment feature:frequent;salient in the inp

29、ut2)Input processingThree key components:A.an explanation of a form-meaning relationshipeg.He beated me.=I was beaten by him.B.information about processing strategicsC.structured-input activities3.Conscioueness-raising tasks main characteristics of C.R.1)There is an attempt to isolate a specific lin

30、guistic feature for focused attention2)The learners are provided with data that illustrate the targeted feature and they may also be provided with an explicit rule describing or explaining the feature3)The learners are expected to utilize intellectual effort to understand the targeted feature.4)Lear

31、ners may be optionally required t verbalize a rule describing the grammatical structure.C.R.thesis:raising the consciousness of lexical chunksA number of studies have investigated whether C-R tasks are effective in developing explicit knowledge of the L2.Implementing focused tasks1)Implicit methodol

32、ogical techniques feedback:clarification requests(teachers repeat the knowledeg in the right way)/recasts(students retell what he has learnt)2)Explicit methodological techniquespre-emptive(asking a question or check by himself with metacognitive)/responsive focus(negative feedback)Chapter 6Sociocult

33、ural SLA and tasksIntroductionA sociocultural theory of mind(SCT)1.Mediated learninguse of some material tool(words card to remember new words)interaction with another personuse of symbols(language)Lantolf(2000a):mediation by others in social interactionmediation by self through private speechmediat

34、ion by artifacts(technology)2.Verbal interaction and learning1)to use new language structures and items through collaboration with others(practice)2)to subsequently engage in more independent use of the structures they have internalized in relatively undemanding tasks(practice makes perfect)3)to fin

35、ally use the structures in cognitively more complex tasks(consolidation and production)3.Private speechOhta(2001b:16):audible speech not adapted to an addressee.(what the speaker says just can be understood by himself)4.The zone of proximal developmentIndividual have difference in ZPD,how the teache

36、r make a standard to give different students help?5.Scaffolding,collaborative,dialogue and instructional conversationsfeatures of scaffolding:1)recruiting interest in the task2)simplifying the task3)maintaining pursuit of the goal4)marking critical features and discrepancies between what has been pr

37、oduced and the ideal solution5)controlling frustration during problem solving6)demonstrating an idealized version of the act to be performedActivity theory“a unified account of Vygotskys original proposals on the nature and development of human behavior”(Lantolf 2000b:8)Three dimensions of cognition

38、-motives(why),goals(what),and operations(how)Task-based research based on a sociocultural theory of the mind1.Constructing an activity out of a tasktask vs.activityorientation(how learners view a task)intersubjectivity:In its weakest sense,intersubjectivity refers to agreement.There is intersubjecti

39、vity between people if they agree on a given set of meanings or a definition of the situation.goal-directedness and L2 acquisition2.Tasks as instrument of cognitive changescaffolding and collabrative dialoguemetatalkprivate speechChapter 7Designing task-based language coursesA framwork for task-base

40、d course designsequencing criteriathe revise order of textbook:from lower level to higher levelfrom easy to complexfrequency is also importantClassifyng tasksA pedagogic classification:1.listing2.ordering and paring4.problem-solving5.sharing personal experiences6.creative tasksA rhetorical classific

41、ation of tasks draws on theories of rhetoric that distinguish different discourse domains in terms of their structure and linguistic properties-narrative,instructions,description,reports,etc.A cognitive classification1.information gap activity encoding&decoding the information 2.reasoning-gap activi

42、ty get some new info.through the given info.by inference,deduction,practical reasoning.3.opinion-gap activity discuss in a given situation,and know a personal preference,feeling,or attitude A psycholinguistic classification1.interactant relationship negotiation2.interaction requirement all participa

43、nts in a negotiation 3.goal orientation convergnce(collaboration)divergence(independence)4.outcome options closed and openGO FOR IT Grade 8In this task,all the students can be requested to answer the above survery.At the same time they are also the information suppliers.After the group discussion,th

44、ey are required to report and then they hold all the information which they collected before.And for the change of their roles in the task,we call-interactant relationship.Its a two-way task,students have two roles at the same time(Information gatherers and suppliers).A general frameworkThe thematic

45、 content of tasksSequencing tasksFactors relating to input1)input medium:oral,written,pictures,diagrams,etc.2)code complexity:high frequency vocabulary and a low level of subordination(simple sentences)3)cognitive complexity:information type(static,dynamic,abstract);the number of different elements

46、or relationships involved 4)context dependency:?5)familiarity of information:familiar contentFactors relating to task conditions1)conditions influencing the negotiation of meaning2)task demands3)discourse mode:monologic or dialogicFactors relating to task outcomes1)medium of the outcome2)the scope o

47、f the outcome3)the discourse domain of the outcome4)complexity of the outcomeConstructing a task-based syllabus1.determining goals of the course2.choosing task types and themes3.specifying the teaching context4.sequencing tasksIncorporating a focus on form into a task-based syllabus1.selecting and s

48、equencing linguistic content2.specifying the linguistic content for developing implicit knowledge3.specifying the linguistic content for developing explicit knowledgeChapter 8The methodology of task-based teachingA framework for designing task-based lessonsPhaseExamples of optionsA Pre-taskframing t

49、he activity,eg.establishing the outcomes of the taskdoing a similar taskB During taskbalanceintegrationaccuracy and fluencyC Post-tasklearner reporttest relate to the taskconsolidate1)supporting learners in performing a task similar to the task they will perform in the during-task phase of the lesso

50、n2)asking students to observe a model of how to perform the task(task model learning)(task model learning)3)engaging learners in non-task activities designed to prepare them(vocabulary and grammar learning)4)strategic planning of the main task performance(no planning/language focus/content focus)Par