Unit 2 Part 2 Task-based Language Teaching 英语教学法课件

1、Unit 2 Part 2Task-Based Language Teaching任务型语言教学 I. Revision1) What are the differences between the traditional foreign language teaching and language use in real life?2) What is the ultimate goal of foreign language learning? 3) How can we bridge the big gap between these two?II. Task-based Languag

2、e TeachingBesides 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 same beliefs, as language should be learned as close as possible to how

3、 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 for some reward.It is meant what people do in everyday life, at work, at

4、 play, and in between. (Long 1985:89)任务是人们在日常生活中所从事的有目的的活动。 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 reservation,writing a check,finding a street destination, etc.What people do in everyday life:TASK

5、S 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=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 sho

6、uld be doneResponding to a party invitation Completing a banking application Describing a photograph of ones family2.2 Four components of a task A purpose A context A process A productP28 Goal: Exchanging personal informationInput: Questionnaire on sleeping habitsActivity: 1) Reading questionnaire 2

7、) Asking and answering questions about sleeping habitsTeacher role: Monitor and facilitator to specify what is regarded as successful completion of the taskLearner role: Conversational partnerSetting: Classroom / pair work 2.3 What are not tasks?Tasks do not include activities which involve language

8、 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 forms Do you like? Yes, I do/ No, I dont. where there is no outcome or purpose other than practice of pre-specified language.The

9、essential differences between task and exercise Task Task has a nonlinguistic outcomeExercise 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。 P28 Success in the task is evaluated in terms of achievement of an outc

10、ome, and tasks generally bear some resemblance to real-life language use. A task-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 No. 10.It has been theoretically based on the rules of second language ac

11、quisition.2.4 Why is TBLT adopted by language teachers?1) Knowledge of grammatical 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 la

12、nguage for communication. David Nunan (1999)语法知识的记忆不能保证语言使用的正确。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 cla

13、ss is related significantly to improvements in language proficiency. Lim (1992)学习者积极主动的参与与语言熟练程度的提高关系极大。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 fo

14、cused heavily on grammar, and to immersion 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 maximiz

15、ed when learners engage in tasks that “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 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3.

16、 Provision 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5. An attempt to link classroom lan

17、guage 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合起来。 ( Nunan 1991)2.6 Three Pedagogical Goals for Task-based Approaches Accuracy 准确程度Accuracy concerns how well language is produced in relation to the target language. Complexity 综合程度 Complexity concerns how far learne

18、rs 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Fluency concerns the learners capacity to produce language in real time without undue pausing or hesitation. (Skehan 1994) 2.7 Principle

19、s to Design The authenticity principleThe form-function principleThe task dependency principleLearning 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 linguistic form and communicative function are clear to the learner. 任

20、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

21、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 higher 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-gap