(精品)评述任务型教学法在中国英语教学的运用讲义.ppt

《(精品)评述任务型教学法在中国英语教学的运用讲义.ppt》由会员分享，可在线阅读，更多相关《(精品)评述任务型教学法在中国英语教学的运用讲义.ppt（49页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、A close examination of Task-based language teaching in the Chinese context 评述任务型教学法在中国的运用评述任务型教学法在中国的运用 中国外语教育中心中国外语教育中心 文秋芳文秋芳Email:W1Topics to be addressed todaylGeneral Views about Task-based language teaching(TBLT)in China 中国英语教学界对任务型教学法的普遍看法中国英语教学界对任务型教学法的普遍看法lMy personal view and explanations我

2、个人的看法及理由我个人的看法及理由lSuggestions about the adaptation of TBLT in the Chinese context对任务型教学法在中国运用的建议对任务型教学法在中国运用的建议2General views about TBLT in ChinalInnovative,effectiveTBLT recommended as an effective teaching approach for primary and secondary schools in“English Course Guidelines”issued by Ministry o

3、f Education in 20013General views about TBLT in ChinalYue Shouguo,2002,An introduction to task-based language teaching Approach,Foreign Language Teaching and Research,5:364-367.(任务语言教学法任务语言教学法:概要概要、理据及运用）理据及运用）lHuang,Yuanzheng,2003,Teaching and learning the new English course,Fuzhou:Fujian Education

4、 Press.(新课程英语教和学）新课程英语教和学）4Question Is Task-based language teaching importable to China?5Sampson(1985)lNo teaching method can be value-free and hence no teaching method can be universally applicable.Exporting language teaching methods from Canada to China in Foreign Language Teaching and Research,1:

5、44-51.6My personal viewslInnovative but not necessarily effective in China particularly for primary and secondary school studentslAdaptable for bettering ELT in China but not importable without any modifications 7Why innovative?Previous teaching approaches(AL&CLT)Task-based language teachingSyllabus

6、(What to teach)Linguistic content(structures/functions or notions)TasksProcedures(How to teach)PresentationPracticeProductionPre-taskDuring-taskPost-task8Task-based language teaching(What)lTreat tasks as teaching units and design a whole course around the tasks(Ellis,2003)9Prabhus view(cited by Elli

7、s,2003)It was necessary to abandon the pre-selection of linguistic terms in any form and instead specify the content of teaching in terms of holistic units of communication,i.e.tasks.In this way,he claimed,it would be possible to teach through communication rather than for communication.10What is a

8、task?lSkehan(1996)A task is an activity in which:meaning is primary;there is some sort of relationship to the real world;task completion has some priority;and the assessment of task performance is in terms of task outcome.11What is a task?l Nunan(1989)A communicative task is a piece of classroom wor

9、k which involves learners in comprehending,manipulating,producing,or interacting in the target language while their attention is principally focused on meaning rather than on form.The task should also have a sense of completeness,being able to stand alone as a communicative act in its own right 12Ex

10、amples of taskslBorrowing a library booklMaking an airline reservationlWriting a chequelOpening a bank accountlPost a letter in the post-office13Six criterial features of a task(Ellis,2003:9-10)lA task is a workplan.lA task involves a primary focus on meaning.lA task involves real-world processes of

11、 language use.lA task can involve any of the four language skills.lA task engages cognitive processes.lA task has clearly defined communicative outcome.14Advantages of using taskslAuthenticlMotivatinglChallengingUsing languageActive participationCognitive development15Why not effective in China,part

12、icularly for beginners and low-intermediates?l Theoretically unjustifiable l Pedagogically infeasible 16Theoretically unjustifiablelThe functions of a languagelEducational perspectiveGoals of learning EnglishFormal/informal educationlCritical pedagogical perspectivelPsycholinguistic perspective17Ove

13、remphasis on referential/transactional functionsCore business talkWork-related talkSocial talk Phatic communion Holmes continuum(2000,cited by David,2003:p.72)18The goals of learning a foreign languagelFor performing communicative taskslFor widening students horizons and sharpening them awareness of

14、 cultural differences19Educational reforms in the Cultural revolutionlTeaching in middle schoolPhysics(hand-tractor,motor,diesel engine and water pump)(三机一泵）三机一泵）Botany(rice,wheat and cotton)lTeaching in universityOpen-door schoolingProject-based and typical product-based teaching20Problems in this

15、kind of reformlBy nature,this kind of reform relegated whole-person-development education to specific or vocational skills training.lFragmentary and unsystematic knowledgelUnsustainable improvement21lTBLT not conducive to sustained improvementTasks:too specific without generalizabilityUnsystematic l

16、inguistic knowledge22Formal/informal educationlFormal education should be more efficient than self-directed informal learningswimming,painting,drivinglFormal education should empower students23Larsen-Freeman(2003)lThe point of education is to accelerate the language acquisition process,not be satisf

17、ied with or try to emulate what learners can do on their own.lGrasping a language system can empower students.24The critical pedagogylA critical pedagogy requires that any particular approach to language teaching be analyzed to uncover its underlying socio-political messages.(Ellis,2003:331)lWhat is

18、 the norm for EFL learners to follow in task-based teaching?Native speakers.lWhat is the role of the learners mother tongue?Avoiding the use of L1.25Vivian Cook(1999)lThe language used by successful L2 users should be a model for L2 learners.lTreat L2 users in their own right but not deficient nativ

19、e speakers,failed natives.lComparing the characteristics of native speakers and of L2 users is like comparing tomatoes and apples,useful only at a gross level.26Vivian Cook(1999)Apart from the never-dying but usually decried grammar-translation method,virtually all language teaching methods since th

20、e Reform Movement of the 1880s,whether the audiolingual and audiovisual methods,the communicative method,or the Silent Way,have insisted that teaching techniques should not rely on the L1.(p.201)27Psycholinguistic perspectivelLimited attentional resourceslAutomaticityFrequency effects28A dangerous m

21、omentlStudent A Have you ever been in a situation where you tell your life was in danger?Describe the situation to your partner.Tell him/her what happened.Give an account of how you felt when you were in danger and afterward.lStudent B Listen to your partner tell you about a dangerous moment in his/

22、her life.Draw a picture to show what happened to your partner.Show him/her your picture when you have finished it.29Pedagogically infeasiblelDifficult to cover the whole language systemlLack teachers who are sufficiently proficient in English to engage easily and comfortably in face-to-face interact

23、ion.lReducing students confidence30Rod Ellis view(2003)lIt should be noted that the rationale for task-based syllabuses is largely theoretical in nature,there being little empirical evidence to demonstrate that they are superior to linguistic syllabuses(p.210)31Ellis framework(2003,p.206)Tasks 1.Tas

24、k types2.Themes/topics3.Sequencing criteriaLanguageFormsFunctionsTask-based syllabusUnfocused tasksFocused tasksTeaching materialstask workplans32Two options(Ellis,2003)lOption One:unfocused tasksSpecify the tasks to be includedDetermine their thematic contentSequence the taskslOption Two:focused ta

25、sksSpecify the tasks while considering the forms and functions of languageIntroduce a focus on form into a meaning-centered curriculum33Option One:Neglect the linguistic contentTasksUnfocused-tasksLinguistic content Pronunciation Notions Grammar Functions Vocabulary Discourse?34Option Two:Difficult

26、to implementTasksFocused-tasksLinguistic content Pronunciation Notions Grammar Functions Vocabulary Discourse?35Lack English teachers with high L2 oral proficiency lFirst,task-based instruction is seen as impractical in foreign language contexts because of the limited class time available for teachi

27、ng the L2.lSecond,task-based teaching is seen as difficult to implement by non-native speaking teachers whose L2 oral proficiency is uncertain.36English teaching in ChinaLevel of educationNumber of studentsTertiary institution16 millionSenior middle school29 millionJunior middle school67 millionTota

28、l112 million(Jan.6,2004,Chinas Ministry of Education)37Without capitalizing on non-native teachers strengthslMedgyes(1994)points to several advantages of teachers being non-native speakers they provide good models for their students,they know what learning strategies can be usefully taught,they can

29、supply information about the English language,they can anticipate and prevent difficulties,they are good at showing empathy,and,most obviously,they can exploit the use of the students L1.Task-based teaching,however,may not be the most obvious vehicle for maximizing these strengths.38Reducing student

30、s confidencelWithout adequate practice of the needed structures,students were reluctant to speak in a so-called meaning-driven communication.lOne highly possible explanation is that they lack adequate practice in doing so.(Larsen-Freeman,2003,p.100)39Adaptable but not importablelRod Ellis view(2003)

31、Task-based language teachingTask-supported language teaching40Ellis suggestionlIt suggests that a clear distinction needs to be made between asking teachers to adopt a task-based course and asking them to experiment with individual tasks alongside their existing practices.The former is challenging a

32、nd one would predict that the innovation would run into problems.The latter is relatively unthreatening as it requires only modification to the way teachers teach,rather than a radical change.It is likely to succeed.(p.323)41Task-supported language teachinglTeaching based on a linguistic content,whe

33、ther this is specified in structural terms as a list of grammatical features or in notional/functional terms lUsing tasks in the last stage in a methodological sequence consisting of present-practice-production(Ellis,2003)42SuggestionslModify what has been done in presentation,practice and productio

34、nPresentation:input,interactionPractice:from grammar to grammaringProduction:tasks43Why ELT in China is ineffective?Factors accounting for ineffectivenesslTeaching methodslStudents effortslUnrealistic goalsWen Jin(1998:156)The major factor accounting for low efficiency in ELT is great discrepancy be

35、tween English and Chinese which requires a lot of efforts and time on the part of the learner.44Problem for education in generallPrepare students for future lifeSolid theoretical foundation Learn what has been needed in the societylThe theory-practice continuumTheory Practice45lSystematic training t

36、o foster abilities rather than specific skillslLearning through doing46lAccelerating natural learning is,after all,the purpose of formal education.And helping our students learn faster than they would on their own way may well call for explicit teaching and learning to complement the implicit learni

37、ng that they naturally do(Larsen-Freeman,2003,p.25).47ReferencesBlock,D.2003.The social turn in second language acquisition.Edinburgh:Edinburgh University Press.Ellis,R.2003.Task-based language learning and teaching.Oxford:Oxford University.Larsen-Freeman,D.2003.Teaching language:From grammar to gra

38、mmaring.Boston:Heninle.Sampson,G.P.(1985).Exporting language teaching methods from Canada to China.Foreign Languages Teaching and Research 61:44-51.Savignon,S.J.2002.Communicative competence:Theory and classroom practice.Boston:The McGraw-Hill Companies,Inc.Skehan,P.1998.A cognitive approach to language learning.Oxford:Oxford University.48Yue,S.G.2002.Task-based language teaching approach:An Introduction,rationale and application.Language Teaching and Research,5:364-367.49